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

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

**Cover Sheet**

Name of Principal [**Mr. Harry Dolen**]{.underline}

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

Official School Name [**Bernardo Yorba Middle School**]{.underline}

(As it should appear in the official records)

School Mailing Address [**5350 Fairmont Boulevard**]{.underline}

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

[**Yorba Linda** **CA**]{.underline}
\_\_\_\_\_\_**[92886-4446]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel**. [( 714) 970-0650]{.underline}** [Fax **(714 )
970-1647**]{.underline}

Website/URL [**www.byms.org**]{.underline} E-mail
**[hdolen@pylusd.k12.ca.us]{.underline}**

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

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

(Principal's Signature)

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

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

District Name [**Placentia-Yorba Linda Unified School
District**]{.underline} Tel**. [(714) 985-8401]{.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 **Mrs. Carol Downey**

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

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

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

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

**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"]{.underline}
    within the last two years. To meet final eligibility, the school
    must meet the state's adequate yearly progress requirement in the
    2003-2004 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

.

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [**20**]{.underline} Elementary
schools

> [**5**]{.underline} Middle schools

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

> [**5**]{.underline} High schools

[**2**]{.underline} Other (Briefly explain) -- Parkview Adult Ed.

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

2\. District Per Pupil Expenditure: **[\$6,669]{.underline}**

Average State Per Pupil Expenditure: **[\$6,837]{.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\. [**2**]{.underline} Number of years the principal has been in
her/his position at this school.

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

5\. Number of students enrolled at each grade level or its equivalent in
applying school: as of 9/26/03

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

  **K**       0         0                      0            **7**       251       221         472

  **1**       0         0                      0            **8**       289       245         534

  **2**       0         0                      0            **9**       0         0           0

  **3**       0         0                      0            **10**      0         0           0

  **4**       0         0                      0            **11**      0         0           0

  **5**       0         0                      0            **12**      0         0           0

  **6**       0         0                      0            Other       0         0           0

                                    **TOTAL                                                   **1006**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ----------

6\. Racial/ethnic composition of the student in the school:

8.  \% White

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3.  \% Black or African American

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4.  \% Hispanic or Latino

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6.  \% Asian/Pacific Islander

> **[.6]{.underline}** % American Indian/Alaskan Native

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

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

  **(2)**       Number of students who transferred  **65**
                ***from*** the school after October 
                1 until the end of the year.        

  **(3)**       Subtotal of all transferred         **107**
                students \[sum of rows (1) and      
                (2)\]                               

  **(4)**       Total number of students in the     **1002**
                school as of October 1              

  **(5)**       Subtotal in row (3) divided by      .**116**
                total in row (4)                    

  **(6)**       Amount in row (5) multiplied by 100 **11.6%**
  ------------- ----------------------------------- ----------------------

8\. Limited English Proficient students in the school: [**3.6
%**]{.underline}

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

Number of languages represented: [**14**]{.underline}

Specify languages:

**Spanish Farsi**

**Korean Punjabi**

#  Mandarin Russian

**Vietnamese Thai**

**Filipino Urdu**

**Japanese Assyrian**

**Armenian One other non-English**

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

[**92**]{.underline} Total Number Students Who Qualify

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

10\. Students receiving special education services**: [9%
]{.underline}**

92. Total Number of Students Served

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

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

[**0**]{.underline} Deafness [**14**]{.underline} Other Health Impaired

[**0**]{.underline} Deaf-Blindness [**41**]{.underline} Specific
Learning Disability

[**0**]{.underline} Hearing Impairment [**12**]{.underline} Speech or
Language Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) [**3**]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [**36**]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [**3**]{.underline}
[**4**]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ [**9**]{.underline}

> Support staff [**9**]{.underline} [**3**]{.underline}
>
> Total number [**51**]{.underline} [**16**]{.underline}

12\. Average school student-"classroom teacher" ratio: [**32.6 to
1**]{.underline}

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

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

  Daily student attendance          **95.9%**   **96.2%**    **95.5%**

  Daily teacher attendance          **96%**     **97%**      **96%**

  Teacher turnover rate             **10%**     **8%**       **10%**

  Student dropout rate              **0%**      **0%**       **0%**
  --------------------------------- ----------- ------------ ------------

**PART III ‑ SUMMARY**

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

**Bernardo Yorba Middle School** located in suburban Yorba Linda,
California, currently serves approximately 1000 seventh and eighth grade
students in newly modernized buildings (now wired with LAN) that were
constructed in 1970 on land first granted by the Mexican government to
Don Bernardo Yorba in 1834.

Faithful to the guiding principles of "No Child Left Behind," Bernardo
Yorba Middle School's mission is to provide educational opportunities
that challenge each student academically and foster appropriate
physical, emotional and social development. Our educational program
seeks to instill the realization and acceptance of individual and
collective responsibility with mutual respect, and to develop critical
thinking and problem solving skills necessary for successful
participation as a contributing member of our changing society and world
community.

All stakeholders support this mission. The staff of Bernardo Yorba,
which includes forty highly-qualified teachers and a strong support team
of administrators, secretaries, custodians, instructional aides and
campus supervisors, is committed to helping each child achieve his or
her very best. To encourage student success, a priority is placed on
teacher collaboration, professional growth, and communication. Teachers
meet monthly for staff development sessions, where goals are set and
instructional strategies developed to maximize student achievement. In
addition, the staff receives technology training and plans strategies
for enhancing the educational offering. A Leadership Team, headed by the
principal, plans each of these staff development sessions. Dedicated
Bernardo Yorba teachers also serve on School Site Council, Curriculum
Council, Superintendent's Council, and demonstrate leadership on
numerous district committees and task forces devoted to specific tasks
that impact students. The staff is also active in professional
organizations, such as the Council for Exceptional Children, Orange
County Reading Association, National Council of Teachers of English,
California Association for the Gifted, California Math Council, Southern
California Vocal Association, and the California League of Middle
Schools.

The parents affirm the school mission as well. They actively participate
in School Site Council, PTA, Career Day, ASB activities, and field
trips. They give generously to ASB, show a supportive presence at school
activities, support and encourage their children's participation in
challenging contests, broadly support Back-to-School and Open House, and
support the charitable efforts of the ASB reaching outside the
community. Parents also partner with teachers at conferences, find ways
during the year to encourage teachers, and are the foundation for
student success.

The students themselves are the most important stakeholders in
Bernardo's mission. Each participates in seven periods, combining core
classes with a rich offering of electives, including visual and
performing arts, foreign language, Shakespeare, speech and drama, and a
state-of-the-art experimental technology lab. On a given day, students
might be performing in the award-winning band, jazz band, or orchestra,
shooting archery in P.E., operating a robot or wind tunnel in the
technology lab, creating a power point, drafting a speech, interacting
with a Gifted and Talented Education presenter on falconry, competing in
a prestigious math or social science contest, creating or updating a web
site, field-testing an aeronautical design in science, playing an
intramural sport, taking an Accelerated Reader test, word-processing an
article for the *Bernardo Buzz* in one of the well-equipped computer
labs, receiving tutoring to increase proficiency, or counseling, if at
risk of retention.

Bernardo Yorba Middle School's academic focus, quality programs,
reputation, parent support, student achievement, and outstanding staff
continue to be sources of pride for its community. In 1994 and again in
2003, BYMS was recognized as a **California Distinguished School.** As a
"Total Learning Community," Bernardo Yorba maintains its commitment to
providing each student with a variety of educational opportunities and
experiences for reaching his or her full potential.

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

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

Bernardo Yorba uses a variety of assessment strategies to monitor
student learning and determine proficiency. Three summative tests are
specifically given annually to gauge the school's instructional
strengths and weaknesses. The three tests are: 1) the **California
Achievement Test, 6^th^ edition (CAT6)**, which is a norm referenced
test; 2) the **California Standards Test (CST)**, which is a
criterion-referenced test; and 3) **District Multiple Measures (DMM)**,
proficiency tests in writing and math. The **CAT6** ranks students and
measures their achievement against other students across the nation. The
**CAT6** replaced the Stanford Achievement Test, ninth edition in the
2003 testing cycle. No direct comparisons between the tests can be made
because the tests are published by two different companies, were
developed at different times, and use different national groups of
students as the comparison groups.

The **CST,** a state mandated test for all seventh and eighth grade
students, is aligned with the State Content Standards for each grade
level, and yields a percent score for each student. **CST** proficiency
is reported in these five categories: Far Below Basic, Below Basic,
Basic, Proficient, and Advanced. State criteria for having mastered the
Standards, requires students to score in the Proficient and Advanced
categories. This assessment shows how well our students have performed
in comparison to the Content Standards. **DMM** assessments are district
designed tests to provide a quick appraisal of student learning to
improve instruction. All three summative assessments furnish measures to
assess progress against the rigorous standards of our district and
state, plus compare our students to the rest of the nation.

The results from these tests drive our school's Single Plan for Student
Achievement decision-making process. Bernardo Yorba students scored
significantly higher than the state average the past three years, which
places us in the top 10% of schools throughout California. On the
**CAT6** our students are well above the 50^th^ percentile that is the
grade level standard. In reading, our 7^th^ graders averaged 72%
compared with the state average of 45% and our 8^th^ graders averaged
63% to the state's 41%. Math results were equally as impressive with
both grades averaging 78% compared with the state average of 47%.

For the past two years, the state has placed extra emphasis on the
**CST** for schools to show annual yearly progress for all students.
Last year, the state average for students scoring "Proficient" and
"Advanced" in Reading/Language Arts was 36% in 7^th^ and 30% in 8^th^,
as compared to Bernardo Yorba's 69% and 53%. In math, the state average
for 7^th^ was 30% compared to our 59% and in 8^th^ the state average was
26% to our 71%.

Students also perform at high levels on the **DMM**. Progress in writing
is evaluated with a district-developed, grade-specific, writing prompt
aligned to the State Content Standards. 66% of our students passed this
test last year. Math Mastery tests aligned to the State Math Standards
showed a 92% pass rate for Bernardo students.

As determined by California's Department of Education, we have no
statistically significant subgroups to compare over a two-year period.
This past year our Asian population is considered a significant
subgroup. The Asian subgroup scores were higher than our general
population. Therefore, there is no disaggregated data available for any
ethnic/racial or socioeconomic groups. However, the same assessments are
used to monitor the progress of all students. Particular attention is
given to students in Special Education, English Language Development,
gifted programs (GATE), and those considered at risk of retention.
Teachers use assessments to target areas of weakness. Goals are
established and strategies planned and implemented to improve these
weaknesses.

Exclusion from the **CAT6** and the **CST** is granted for students with
special needs who are exempted due to significant handicapping
conditions. These exemptions are included on their Individualized
Education Plans. Any parent also has the right to exclude their student
from mandated testing. However, they must provide the school with a
written request. This waiver is kept on file in the student's cumulative
record and a copy is forwarded to the State. The total number of
exclusions for Special Education students and parent waivers is minimal
and are noted on the attached tables.

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

Bernardo Yorba Middle School regards assessment data like SAT 9, CAT 6,
STAR testing, Math Mastery tests, and Benchmark tests as a vital
resource when determining and developing instruction for the school's
population. In addition, data assessment provides the necessary
information when scheduling students. The principal, assistant
principal, counselor, and lead teachers also use many of these scores in
determining the placement of students in several areas: GATE, language
arts, math, CARE Core, and ELL.

Upon the arrival of test scores, the principal presents the data to the
school, during the scheduled staff development day, in August. As a
school, we determine the school's trends, strengths, and weaknesses and
form school-wide goals. The staff then formulates the instructional
manner to which these goals will be met; annual goals are produced and
added to teachers' goals and objectives.

Individual departments confer, during departmental meetings and early
morning staff development days, to review SAT 9, CAT 6, and STAR scores
to identify main weaknesses. Each department forms their own goals and
the instruction necessary to meet these goals. The language arts
department formed a benchmark test (to be given three times annually)
for vocabulary, and then use these scores to monitor student progress.
The math department has formed a benchmark test for word problems in
order to monitor their students' progress in this area of their
curriculum.

All assessment data is scrutinized by the administration and staff to
identify areas of improvement and plan guided instruction. No student
population or subgroup is left unmonitored and no statistical,
assessment weakness is overlooked.

3.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Bernardo Yorba Middle School is dedicated to making parents, students,
and the community aware of the achievement, the performance and success
of the school. To keep parents aware of their child's performance in all
areas of the curriculum, teachers hold parent conferences in the fall
and teachers are available for additional conferences throughout the
year. An Open House is held during the first month of the school year
allowing parents to meet classroom teachers and get an overview of the
year. A quarterly PTA newsletter and a recently acquired computer
generated phone system are used to inform families of school news, the
calendar, upcoming events, student achievement in both academic and
extra-curricular venues and PTA information. Brochures and newsletters
are mailed home from the principal with advice for the successful
parenting of an adolescent. Parents and students are informed of
progress through computer-generated reports, parent phone and e-mail
contacts, mid-trimester reports and trimester grades. Along with the
BYMS web site, each teacher has a web page that includes homework
assignments, long-term projects, web-links, and topics of curricular
interest.

The community is informed of school special events, such as musical
performances, career day, athletic results, art shows, academic
achievements, state test scores, through the local newspapers, district
web-site, and PTA web-site. The California Distinguished School plaque
is prominently displayed on the front of the school, and student
successes are proudly proclaimed on the school marquee.

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

Bernardo Yorba Middle School has an open campus for visitors from within
our district, from other districts, from local universities and for
parents and community members to observe the successful and innovative
programs at our school.

To provide for seamless transition from elementary school to middle
school and from middle school to high school, teachers from these
campuses meet annually to share student levels of mastery and successful
teaching strategies.

Several members of the faculty are involved in the California Beginning
Teacher Support and Assessment program (BTSA) as both mentors and
beginning teachers. This program allows for the sharing of information,
strategies and materials. Beginning teachers find sharing with other
inexperienced teachers to be an excellent opportunity for discussing
similar problems, concerns, and successes.

A number of BYMS faculty members have served as presenters for the
County Department of Education, the California League of Middle Schools
(CLMS), California State University at Fullerton, Chapman University,
California Reading Association (CRA), California Council for the Social
Studies (CCSS) Conference, National Council for the Social Studies
(NCSS) Conference, and our district's Professional Development and
Technology Academies. Our faculty is also active in Partners In
Education (PIE), a consortium of under-performing and over-achieving
middle schools. PIE gives our school and our partner schools the
opportunity to collaborate with other teachers and to share successful
teaching strategies and proven materials.

**PART V -- CURRICULUM AND INSTRUCTION**

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

> High expectations for achievement are central to the school's mission.
> Students are enrolled in a seven-period day which includes a rigorous
> and challenging standards-based academic program that is supplemented
> with co-ed physical education classes that emphasize "fitness for
> life" and with an elective program that includes Spanish, instrumental
> and vocal music, art, speech and drama, technology, and other
> enrichment and exploratory classes.

Seventh grade students take pre-algebra, life science, language arts,
world history and P.E. Each seventh grade student also takes a trimester
wheel that includes health, keyboarding/word processing, and composition
skills. In addition, seventh graders may begin a two-year Spanish (1A
and 1B) program that is equivalent to one-year of high school Spanish.

The seven-period day for eighth graders includes algebra or geometry,
physical science, United States history, language arts, P.E. and two
electives. Year-long electives offer students a choice of leadership,
conflict management, yearbook/publications, jazz band, performing band,
orchestra, boy's chorus, vocal ensemble, Spanish 1B, advanced art,
advanced speech and drama, and food/nutrition. Trimester elective
choices (three classes per year-long wheel) include tech lab, computer
applications, introduction to Spanish, art, crafts, home economics,
speech and drama, consumer education and Shakespeare.

> Identified gifted (GATE) students may attend the district's magnet
> school but 95% opt to remain at Bernardo Yorba. Besides being placed
> in specially designed honors language arts and social science classes
> with other high achieving students, GATE students (18.7% of the
> student body) participate in a variety of enrichment activities like
> robotics, shepherding and oceanography demonstrations; Physics Fun Day
> at Knott's Berry Farm; Bridges to Tomorrow (math careers for men and
> women); and leadership conferences.
>
> To ensure that "no child is left behind," the staff has adjusted the
> school's curriculum to meet the particular requirements of students
> with special needs. Students who have not mastered grade-level reading
> skills are placed in a two-period reading/language arts block:
> Comprehensive Accelerated Reading Education (CARE). English language
> learners spend two periods a day with a trained ELD teacher. In
> addition, "At Risk" students are assigned to a teacher/counselor and
> placed in the school's SERVE program that closely monitors their
> progress. The school's Special Education Department has developed a
> wide variety intervention programs and works closely with the rest of
> the staff to meet needs of students with learning difficulties from
> Asbergers Syndrome to dyslexia.
>
> Bernardo Yorba teachers take great pride in using an array of
> traditional and contemporary instructional methods to impart its
> demanding curriculum. Staff training before the school year begins and
> at monthly meetings keeps teachers current on best instructional
> practices and assessment tools. Conventional tests and rubrics as well
> as portfolios, projects and presentations are used to determine
> subject mastery. Articulation with feeder schools and Esperanza High
> School supports continuity in learning objectives and cross-curricular
> and multiple-tasks lessons promotes meaningful relationships among
> content areas.

2.  **Describe in one-half page the school's English language
    curriculum, including efforts the school makes to improve the
    reading skills of students who read below grade level.**

The English language curriculum provides students with a level of
literacy and fluency that prepares them to become informed and
responsible citizens, proficient and flourishing members of the work
force, and critical, analytical individuals within our society. The
standards-driven curriculum builds a careful progression of skills in
the following areas: reading comprehension, embedded in the study of
significant literary works and informational reading; the writing
process and writing domains; speaking and listening; grammar usage;
mechanics; spelling; and vocabulary development.

Several levels accommodate the student body's diversity: Level One
(honors), Level Two (grade level), CARE Core, RSP, SDC, and ELL. Each
level matches best practices and strategies to student populations and
follows a vertical continuum through grade levels.

For the highest-level learners and GATE students, a curriculum altered
in depth and complexity, pacing, and differentiation is provided.
District criteria for placement in and out of honors support the
integrity of the program, thereby maintaining the greatest benefits for
the students involved in this course of study.

Comprehensive Accelerated Reading Education (CARE Core) is available for
selected students struggling in reading, and the placement of these
students is based on percentiles on standardized tests. Approximately
fifty 7^th^ and 8^th^ graders make up the two CARE classes. This
two-period reading/language arts block provides each student with the
opportunity to learn and practice a variety of reading and comprehension
strategies, including Reciprocal Reading, Verbal and Visualization,
Accelerated Reader, Language, and LIPS. Extensive training provides the
CARE facilitators with diversified skills and techniques to effectively
deliver the language arts curriculum. CARE has been offered for eight
years and has successfully served hundreds of students.

To meet the needs of other students reading below grade level, RSP, SDC,
and ELL programs are available, as appropriate. These students may
receive placement, monitoring, accommodations and/or modifications
specific to IEPs, 504 plans, and/or language-acquisition assessments.

The rich language arts curriculum, tailored to the needs of each
student, enables all students to apply their acquired skills toward
their future educational endeavors and life-long learning.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

The social science department seeks to empower students with the
knowledge derived from studying ideas, experiences, and traditions found
in the world (7^th^) and United States (8^th^) history curriculum. It is
the mission of Bernardo Yorba to provide students with "the critical
thinking and problem-solving skills necessary for successful
participation as contributing members of our changing society and world
community." To foster adolescent curiosity and questioning strategies
and deliberate pacing gives students time to reflect, weigh evidence,
and reach tentative conclusions. Projects like History Day, which
includes a research paper and visual presentation, encourage students to
explore in depth topics like the Holocaust, Women's Suffrage, and the
Civil Rights Movement, and to perceive conceptual relationships among
core curriculum subjects. Competition like the "Richard Nixon Library
Geography Contest" and "The Constitutional Bowl" challenge students to
learn and commit to memory important facts about their society and world
community.

Social science teachers also believe, as do the rest of the staff, that
students should be "helped to personalize ideals and develop the ability
to make reasoned moral and ethical choices." Commitment to hard work,
personal responsibility, honesty, cooperation, self-discipline, freedom,
appreciation of human diversity, and learning are just as important in
the curriculum as mastering content standards. Since history is replete
with the accounts of individuals whose personal lives personify
commitment, sacrifice, and high accomplishment and who have had to
confront and resolve moral and ethical dilemmas, character development
is an integral part of lesson planning and instruction.

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

In response to the individual needs of students and a wide range of
learning styles, teachers use differentiated instructional methods to
improve student knowledge. Learning strengths and weaknesses are
assessed through standardized, criterion, department and teacher-made
tests before the school year begins and at various times during the
year. With this information, teachers adjust their lessons to address
areas of need. For example, two years ago the staff determined from its
analyses of SAT9 results that teachers of every discipline needed to
make a concerted effort to help students improve their academic
vocabulary. Music, art, physical education, and other teachers devised
lessons to reinforce content-specific vocabulary.

Before the beginning of each school year, teachers receive training on
the latest teaching methods. Last August, Kate Kinsella instructed the
district's middle school teachers on "guidelines for adapting strategies
for mixed-ability classrooms" and "lessons that build word attack,
vocabulary, comprehension and study skills.

Individual departments and teachers stress instructional methods that
they have found produce the best knowledge-retention results. The
science department, as an example, uses hands-on activities and
inquiry-based strategies to teach life and physical science standards.
Many teachers use graphic organizers to help students learn concepts
like "comparing and contrasting" and "plot development." Most
disciplines incorporate the use of computers and the "internet" to teach
various curriculum objectives.

The individual learning needs of students are addressed at I.E.P.
meetings, on Parent Conference Day in late October, and at
all-teacher/parents/student conferences that are held at various times
throughout the year.

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

Bernardo Yorba teachers are the catalyst for student growth and believe
that all students can learn. The teachers' Professional Development Days
in late August and once a month throughout the school year focus on
facilitation of student learning to both meet and exceed state and
district standards. During these Professional Development Days,
workshops in diversity training, technology training, core-curriculum
collaboration and development, student assessments, alignment of
curricular areas with the state and district content standards,
frameworks and guidelines, and Special Education guidance in
accommodations, interventions and classroom instruction have been
offered. The review of CAT 6 and Standards tests also take place at this
time and is used to establish annual departmental and teacher goals.

PYLUSD's Professional Development Academy provides additional staff
development opportunities not only for new teachers, but also for
experienced teachers. The Bernardo Yorba staff has taken full advantage
of the many types of collegial activities and training sessions offered
by the academy which are primarily designed to assist new, as well as
seasoned teachers who have changed disciplines. Some of the topics
covered in the training sessions have been Developing Positive Parent
Relationships, Critical Thinking, Winning Equations, Brain Research, and
Classroom Management. In addition to these programs, Bernardo Yorba's
new teachers are required to participate in a two-year introduction
program, Beginning Teacher Support and Assessment (BTSA). Prior to the
beginning of the year, all BTSA teachers are trained in content
standards and frameworks. Each new teacher is assigned a support
provider to act as his or her mentor. The BTSA professional assists the
new teacher with the BTSA program materials and provides on-going
support and advice. Bernardo Yorba makes every effort to bring the best
education to our student body by preparing our teachers with a wide
range of professional development opportunities.

**PART VI -- PRIVATE SCHOOL ADDENDUM**

Not applicable -- Bernardo Yorba Middle School is a public school.

**GRADE:** [**7**]{.underline} **TEST:** [English Language Arts --
California Standards Test (CST)]{.underline}

**EDITION/PUBLICATION YEAR:** [Developed and Revised
Annually]{.underline}

**PUBLISHER:** [Developed by the State of California]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plan (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their students "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

### 

+----------------------------+---------+--------+---------+-----------+
|                            | 20      | 200    | 20      | 1999-2000 |
|                            | 02-2003 | 1-2002 | 00-2001 |           |
+----------------------------+---------+--------+---------+-----------+
| Testing month              | ####    | #####  | ####    | ##        |
|                            | # APRIL |  APRIL | # APRIL | ### APRIL |
+----------------------------+---------+--------+---------+-----------+
| **SCHOOL SCORES**          |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | **92%** | *      | **90%** | **84%**   |
|                            |         | *86%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | **69%** | *      | **64%** | **59%**   |
|                            |         | *61%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **25%** | *      | **27%** | **21%**   |
|                            |         | *18%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  | **509** | *      | **503** | **423**   |
|                            |         | *457** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of total students  | **99%** | *      | **99%** | **100%**  |
| tested                     |         | *97%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students         | **0**   | **0**  | **0**   | **0**     |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of students        | **0%**  | **0%** | **0%**  | **0%**    |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
|                            |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| SUBGROUP SCORES            | ##      | ##     | ##      | ##        |
+----------------------------+---------+--------+---------+-----------+
| 1\. (specify subgroup)     | ## N/A  | ## N/A | ## N/A  | ## N/A    |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| 2\. (specify subgroup)     |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| **STATE SCORES**           |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | **69%** | *      | **65%** | **No      |
|                            |         | *65%** |         | state     |
|                            |         |        |         | data      |
|                            |         |        |         | av        |
|                            |         |        |         | ailable** |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | **36%** | *      | **32%** |           |
|                            |         | *33%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **10%** | **7%** | **9%**  |           |
+----------------------------+---------+--------+---------+-----------+
| State Mean Score           | **      | **3    | **\***  |           |
|                            | 329.5** | 22.8** |         |           |
+----------------------------+---------+--------+---------+-----------+

**\* 61.9/90; 51.9/90 = average number correct**

**GRADE:** [**7**]{.underline} **TEST:** [Mathematics -- California
Standards Test (CST)]{.underline}

**EDITION/PUBLICATION YEAR:** [Developed and Revised
Annually]{.underline}

**PUBLISHER:** [Developed by the State of California]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plan (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their students "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

+----------------------------+---------+--------+---------+-----------+
|                            | 20      | 200    | 20      | 1999-2000 |
|                            | 02-2003 | 1-2002 | 00-2001 |           |
+----------------------------+---------+--------+---------+-----------+
| Testing month              | ####    | #####  | ####    | ##        |
|                            | # APRIL |  APRIL | # APRIL | ### APRIL |
+----------------------------+---------+--------+---------+-----------+
| **SCHOOL SCORES**          |         |        |         | **3       |
|                            |         |        |         | 4.7/65=** |
|                            |         |        |         |           |
|                            |         |        |         | **average |
|                            |         |        |         | \#        |
|                            |         |        |         | correct/  |
|                            |         |        |         | \#        |
|                            |         |        |         | possible  |
|                            |         |        |         | = 53.4%** |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | **86%** | *      | **87%** |           |
|                            |         | *83%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | **59%** | *      | **60%** |           |
|                            |         | *55%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **25%** | *      | **21%** |           |
|                            |         | *19%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  | **511** | *      | **513** | **428**   |
|                            |         | *467** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of total students  | **99%** | **     | **99%** | **100%**  |
| tested                     |         | 100%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students         | **0**   | **0**  | **0**   | **0**     |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of students        | **0%**  | **0%** | **0%**  | **0%**    |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
|                            |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| SUBGROUP SCORES            | ##      | ##     | ##      | ##        |
+----------------------------+---------+--------+---------+-----------+
| 1\. (specify subgroup)     | ## N/A  | ## N/A | ## N/A  | ## N/A    |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| 2\. (specify subgroup)     |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| **STATE SCORES**           |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | **62%** | *      |         |           |
|                            |         | *61%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | **30%** | *      |         |           |
|                            |         | *30%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **7%**  | **6%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| State Mean Score           | **      | **3    | **33    |           |
|                            | 324.7** | 28.3** | .8/65** |           |
+----------------------------+---------+--------+---------+-----------+

**GRADE: [7]{.underline} TEST: [SAT9 - TOTAL READING ]{.underline}**

**EDITION/PUBLICATION YEAR: [1997]{.underline} PUBLISHER: [HARCOURT
BRACE ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| Test Month                    | #      | ####   | ####   | ####   |
|                               |  APRIL |  APRIL |  APRIL |  APRIL |
+-------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**             |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Score                   | ###### | **70   | **75   | **72   |
|                               |  See p | %ile** | %ile** | %ile** |
|                               | age 17 |        |        |        |
|                               |        |        |        |        |
|                               | **for  |        |        |        |
|                               | CAT    |        |        |        |
|                               | 6**    |        |        |        |
|                               |        |        |        |        |
|                               | **sc   |        |        |        |
|                               | ores** |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of students tested     |        | *      | *      | *      |
|                               |        | *463** | *491** | *401** |
+-------------------------------+--------+--------+--------+--------+
| Percent of total students     |        | **     | *      | **     |
| tested                        |        | 100%** | *99%** | 100%** |
+-------------------------------+--------+--------+--------+--------+
| Number of students excluded   |        | **0**  | **0**  | **0**  |
+-------------------------------+--------+--------+--------+--------+
| #                             |        | **0%** | **0%** | **0%** |
|  Percent of students excluded |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| # SUBGROUP SCORES             |        | ####   |        |        |
+-------------------------------+--------+--------+--------+--------+
| 1\. (specify subgroup)        |        | ##     | *      | *      |
|                               |        | ## N/A | *N/A** | *N/A** |
+-------------------------------+--------+--------+--------+--------+
| 2\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| 3\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [7]{.underline} TEST: [CAT 6 -- TOTAL READING ]{.underline}**

**EDITION/PUBLICATION YEAR: [2000]{.underline} PUBLISHER: [CTB/MC
GRAW-HILL ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

####### Scores are reported here as (check one): NCEs Scaled Scores Percentiles X 

####### 

+-----------------------------------------------------+----------------+
|                                                     | 2002-2003      |
+-----------------------------------------------------+----------------+
| Test Month                                          | # APRIL        |
+-----------------------------------------------------+----------------+
| **SCHOOL SCORES**                                   |                |
+-----------------------------------------------------+----------------+
| Total Score                                         | **69%ile**     |
+-----------------------------------------------------+----------------+
| Number of students tested                           | **513**        |
+-----------------------------------------------------+----------------+
| Percent of total students tested                    | **99%**        |
+-----------------------------------------------------+----------------+
| Number of students excluded                         | **0**          |
+-----------------------------------------------------+----------------+
| # Percent of students excluded                      | **0%**         |
+-----------------------------------------------------+----------------+
| # SUBGROUP SCORES                                   |                |
+-----------------------------------------------------+----------------+
| 1\. (specify subgroup)                              | #### N/A       |
+-----------------------------------------------------+----------------+
| 2\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+
| 3\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [7]{.underline} TEST: [SAT9 -- TOTAL MATH ]{.underline}**

**EDITION/PUBLICATION YEAR: [1997]{.underline} PUBLISHER: [HARCOURT
BRACE ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| Test Month                    | #      | ####   | ####   | ####   |
|                               |  APRIL |  APRIL |  APRIL |  APRIL |
+-------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**             |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Score                   | ###### | **83   | **85   | **81   |
|                               |  See p | %ile** | %ile** | %ile** |
|                               | age 19 |        |        |        |
|                               |        |        |        |        |
|                               | **for  |        |        |        |
|                               | CAT    |        |        |        |
|                               | 6**    |        |        |        |
|                               |        |        |        |        |
|                               | **sc   |        |        |        |
|                               | ores** |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of students tested     |        | *      | *      | *      |
|                               |        | *462** | *499** | *404** |
+-------------------------------+--------+--------+--------+--------+
| Percent of total students     |        | **     | *      | **     |
| tested                        |        | 100%** | *99%** | 100%** |
+-------------------------------+--------+--------+--------+--------+
| Number of students excluded   |        | **0**  | **0**  | **0**  |
+-------------------------------+--------+--------+--------+--------+
| #                             |        | **0%** | **0%** | **0%** |
|  Percent of students excluded |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| # SUBGROUP SCORES             |        | ####   |        |        |
+-------------------------------+--------+--------+--------+--------+
| 1\. (specify subgroup)        |        | ##     | *      | *      |
|                               |        | ## N/A | *N/A** | *N/A** |
+-------------------------------+--------+--------+--------+--------+
| 2\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| 3\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [7]{.underline} TEST: [CAT 6 -- TOTAL MATH ]{.underline}**

**EDITION/PUBLICATION YEAR: [2000]{.underline} PUBLISHER: [CTB/MC
GRAW-HILL ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

####### Scores are reported here as (check one): NCEs Scaled Scores Percentiles X 

####### 

+-----------------------------------------------------+----------------+
|                                                     | 2002-2003      |
+-----------------------------------------------------+----------------+
| Test Month                                          | # APRIL        |
+-----------------------------------------------------+----------------+
| **SCHOOL SCORES**                                   |                |
+-----------------------------------------------------+----------------+
| Total Score                                         | **77%ile**     |
+-----------------------------------------------------+----------------+
| Number of students tested                           | **508**        |
+-----------------------------------------------------+----------------+
| Percent of total students tested                    | **99%**        |
+-----------------------------------------------------+----------------+
| Number of students excluded                         | **0**          |
+-----------------------------------------------------+----------------+
| # Percent of students excluded                      | **0%**         |
+-----------------------------------------------------+----------------+
| # SUBGROUP SCORES                                   |                |
+-----------------------------------------------------+----------------+
| 1\. (specify subgroup)                              | #### N/A       |
+-----------------------------------------------------+----------------+
| 2\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+
| 3\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [7]{.underline} TEST: [SAT9 -- TOTAL LANGUAGE ]{.underline}**

**EDITION/PUBLICATION YEAR: [1997]{.underline} PUBLISHER: [HARCOURT
BRACE ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| Test Month                    | #      | ####   | ####   | ####   |
|                               |  APRIL |  APRIL |  APRIL |  APRIL |
+-------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**             |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Score                   | ###### | **80   | **85   | **80   |
|                               |  See p | %ile** | %ile** | %ile** |
|                               | age 21 |        |        |        |
|                               |        |        |        |        |
|                               | **for  |        |        |        |
|                               | CAT    |        |        |        |
|                               | 6**    |        |        |        |
|                               |        |        |        |        |
|                               | **sc   |        |        |        |
|                               | ores** |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of students tested     |        | *      | *      | *      |
|                               |        | *464** | *491** | *400** |
+-------------------------------+--------+--------+--------+--------+
| Percent of total students     |        | **     | *      | **     |
| tested                        |        | 100%** | *99%** | 100%** |
+-------------------------------+--------+--------+--------+--------+
| Number of students excluded   |        | **0**  | **0**  | **0**  |
+-------------------------------+--------+--------+--------+--------+
| #                             |        | **0%** | **0%** | **0%** |
|  Percent of students excluded |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| # SUBGROUP SCORES             |        | ####   |        |        |
+-------------------------------+--------+--------+--------+--------+
| 1\. (specify subgroup)        |        | ##     | *      | *      |
|                               |        | ## N/A | *N/A** | *N/A** |
+-------------------------------+--------+--------+--------+--------+
| 2\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| 3\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [7]{.underline} TEST: [CAT 6 -- TOTAL LANGUAGE ]{.underline}**

**EDITION/PUBLICATION YEAR: [2000]{.underline} PUBLISHER: [CTB/MC
GRAW-HILL ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

####### 

+-----------------------------------------------------+----------------+
|                                                     | 2002-2003      |
+-----------------------------------------------------+----------------+
| Test Month                                          | # APRIL        |
+-----------------------------------------------------+----------------+
| **SCHOOL SCORES**                                   |                |
+-----------------------------------------------------+----------------+
| Total Score                                         | **66%ile**     |
+-----------------------------------------------------+----------------+
| Number of students tested                           | **513**        |
+-----------------------------------------------------+----------------+
| Percent of total students tested                    | **99%**        |
+-----------------------------------------------------+----------------+
| Number of students excluded                         | **0**          |
+-----------------------------------------------------+----------------+
| # Percent of students excluded                      | **0%**         |
+-----------------------------------------------------+----------------+
| # SUBGROUP SCORES                                   |                |
+-----------------------------------------------------+----------------+
| 1\. (specify subgroup)                              | #### N/A       |
+-----------------------------------------------------+----------------+
| 2\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+
| 3\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [7]{.underline} TEST: [SAT9 -- SPELLING ]{.underline}**

**EDITION/PUBLICATION YEAR: [1997]{.underline} PUBLISHER: [HARCOURT
BRACE ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| Test Month                    | #      | ####   | ####   | ####   |
|                               |  APRIL |  APRIL |  APRIL |  APRIL |
+-------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**             |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Score                   | ###### | **70   | **74   | **72   |
|                               |  See p | %ile** | %ile** | %ile** |
|                               | age 23 |        |        |        |
|                               |        |        |        |        |
|                               | **for  |        |        |        |
|                               | CAT    |        |        |        |
|                               | 6**    |        |        |        |
|                               |        |        |        |        |
|                               | **sc   |        |        |        |
|                               | ores** |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of students tested     |        | *      | *      | *      |
|                               |        | *464** | *491** | *401** |
+-------------------------------+--------+--------+--------+--------+
| Percent of total students     |        | **     | *      | **     |
| tested                        |        | 100%** | *99%** | 100%** |
+-------------------------------+--------+--------+--------+--------+
| Number of students excluded   |        | **0**  | **0**  | **0**  |
+-------------------------------+--------+--------+--------+--------+
| #                             |        | **0%** | **0%** | **0%** |
|  Percent of students excluded |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| # SUBGROUP SCORES             |        | ####   |        |        |
+-------------------------------+--------+--------+--------+--------+
| 1\. (specify subgroup)        |        | ##     | *      | *      |
|                               |        | ## N/A | *N/A** | *N/A** |
+-------------------------------+--------+--------+--------+--------+
| 2\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| 3\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [7]{.underline} TEST: [CAT 6 -- SPELLING ]{.underline}**

**EDITION/PUBLICATION YEAR: [2000]{.underline} PUBLISHER: [CTB/MC
GRAW-HILL ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-----------------------------------------------------+----------------+
|                                                     | 2002-2003      |
+-----------------------------------------------------+----------------+
| Test Month                                          | # APRIL        |
+-----------------------------------------------------+----------------+
| **SCHOOL SCORES**                                   |                |
+-----------------------------------------------------+----------------+
| Total Score                                         | **70%ile**     |
+-----------------------------------------------------+----------------+
| Number of students tested                           | **508**        |
+-----------------------------------------------------+----------------+
| Percent of total students tested                    | **99%**        |
+-----------------------------------------------------+----------------+
| Number of students excluded                         | **0**          |
+-----------------------------------------------------+----------------+
| # Percent of students excluded                      | **0%**         |
+-----------------------------------------------------+----------------+
| # SUBGROUP SCORES                                   |                |
+-----------------------------------------------------+----------------+
| 1\. (specify subgroup)                              | #### N/A       |
+-----------------------------------------------------+----------------+
| 2\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+
| 3\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE:** [**8**]{.underline} **TEST:** [English/Language Arts --
California Standards Test (CST)]{.underline}

**EDITION/PUBLICATION YEAR:** [Developed and Revised
Annually]{.underline}

**PUBLISHER:** [Developed by the State of California]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plan (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their students "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

+----------------------------+---------+--------+---------+-----------+
|                            | 20      | 200    | 20      | 1999-2000 |
|                            | 02-2003 | 1-2002 | 00-2001 |           |
+----------------------------+---------+--------+---------+-----------+
| Testing month              | ####    | #####  | ####    | ##        |
|                            | # APRIL |  APRIL | # APRIL | ### APRIL |
+----------------------------+---------+--------+---------+-----------+
| **SCHOOL SCORES**          |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | **84%** | *      | **89%** | **87%**   |
|                            |         | *89%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | **53%** | *      | **57%** | **55%**   |
|                            |         | *57%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **19%** | *      | **19%** | **17%**   |
|                            |         | *27%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  | **462** | *      | **423** | **567**   |
|                            |         | *517** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of total students  | **99%** | **     | **99%** | **100%**  |
| tested                     |         | 100%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students         | **1**   | **0**  | **2**   | **0**     |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of students        | **1%**  | **0%** | **1%**  | **0%**    |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
|                            |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| SUBGROUP SCORES            | ##      | ##     | ##      | ##        |
+----------------------------+---------+--------+---------+-----------+
| 1\. (specify subgroup)     | ## N/A  | ## N/A | ## N/A  | ## N/A    |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| 2\. (specify subgroup)     |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| **STATE SCORES**           |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | **64%** | *      | **67%** | **No      |
|                            |         | *61%** |         | state     |
|                            |         |        |         | data      |
|                            |         |        |         | av        |
|                            |         |        |         | ailable** |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | **30%** | *      | **32%** |           |
|                            |         | *30%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **8%**  | **6%** | **9%**  |           |
+----------------------------+---------+--------+---------+-----------+
| State Mean Score           | **      | **3    | **\***  |           |
|                            | 324.4** | 20.1** |         |           |
+----------------------------+---------+--------+---------+-----------+

> **\* 50.9/90= average number correct**

**GRADE:** [**8**]{.underline} **TEST:** [Mathematics -- California
Standards Test (CST)]{.underline}

**EDITION/PUBLICATION YEAR:** [Developed and Revised
Annually]{.underline}

**PUBLISHER:** [Developed by the State of California]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plan (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their students "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

######### MATHEMATICS -- ALGEBRA

+----------------------------+---------+--------+---------+-----------+
|                            | 20      | 200    | 20      | 1999-2000 |
|                            | 02-2003 | 1-2002 | 00-2001 |           |
+----------------------------+---------+--------+---------+-----------+
| Testing month              | ####    | #####  | ####    | ##        |
|                            | # APRIL |  APRIL | # APRIL | ### APRIL |
+----------------------------+---------+--------+---------+-----------+
| **SCHOOL SCORES**          |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | *       | **     | *       | **\***    |
|                            | *100%** | 100%** | *100%** |           |
|                            |         |        |         | **51.4/65 |
|                            |         |        |         | average   |
|                            |         |        |         | \#        |
|                            |         |        |         | correct/  |
|                            |         |        |         | \#        |
|                            |         |        |         | possible  |
|                            |         |        |         | = 79.1%** |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | *       | *      | **97%** |           |
|                            | *100%** | *98%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **64%** | *      | **80%** |           |
|                            |         | *84%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  | **72**  | *      | **54**  | **68**    |
|                            |         | *125** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of total students  | **15%** | *      | **12%** |           |
| tested                     |         | *24%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students         | **0**   | **0**  | **0**   |           |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of students        | **0%**  | **0%** | **0%**  |           |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
|                            |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| SUBGROUP SCORES            | ##      | ##     | ##      | ##        |
+----------------------------+---------+--------+---------+-----------+
| 1\. (specify subgroup)     | ## N/A  | ## N/A | ## N/A  | ## N/A    |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| 2\. (specify subgroup)     |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| **STATE SCORES**           |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | **67%** | *      |         | **No      |
|                            |         | *69%** |         | state     |
|                            |         |        |         | data      |
|                            |         |        |         | av        |
|                            |         |        |         | ailable** |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | **39%** | *      |         |           |
|                            |         | *39%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **10%** | *      |         |           |
|                            |         | *11%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| State Mean Score           | **      | *      | *       |           |
|                            | 336.8** | *327** | *\*\*** |           |
+----------------------------+---------+--------+---------+-----------+

> **\* State performance levels were [not]{.underline} developed during
> this time period.**
>
> **\*\* 29.8/65= average number correct**

**GRADE:** [**8**]{.underline} **TEST:** [Mathematics -- California
Standards Test (CST)]{.underline}

**EDITION/PUBLICATION YEAR:** [Developed and Revised
Annually]{.underline}

**PUBLISHER:** [Developed by the State of California]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plan (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their students "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

####### MATHEMATICS -- GENERAL MATH

+----------------------------+---------+--------+---------+-----------+
|                            | 20      | 200    | 20      | 1999-2000 |
|                            | 02-2003 | 1-2002 | 00-2001 |           |
+----------------------------+---------+--------+---------+-----------+
| Testing month              | ####    | #####  | #####   | #####     |
|                            | # APRIL |  APRIL |         |           |
|                            |         |        | **Not   | **Not     |
|                            |         |        | t       | tested**  |
|                            |         |        | ested** |           |
+----------------------------+---------+--------+---------+-----------+
| **SCHOOL SCORES**          |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | **87%** | *      |         |           |
|                            |         | *88%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | **66%** | *      |         |           |
|                            |         | *59%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **24%** | *      |         |           |
|                            |         | *11%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  | **373** | *      |         |           |
|                            |         | *388** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of total students  | **80%** | *      |         |           |
| tested                     |         | *76%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students         | **1**   | **0**  |         |           |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Percent of students        | **1%**  | **0%** |         |           |
| excluded                   |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
|                            |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| SUBGROUP SCORES            | ##      | ##     | ##      | ##        |
+----------------------------+---------+--------+---------+-----------+
| 1\. (specify subgroup)     | ## N/A  | ## N/A | ## N/A  | ## N/A    |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| 2\. (specify subgroup)     |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| Number of students tested  |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| **STATE SCORES**           |         |        |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Basic       | **56%** | *      | **No    | **No      |
|                            |         | *54%** | state   | state     |
|                            |         |        | data    | data      |
|                            |         |        | avai    | av        |
|                            |         |        | lable** | ailable** |
+----------------------------+---------+--------+---------+-----------+
| \% At or Above Proficient  | **24%** | *      |         |           |
|                            |         | *20%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| \% At Advanced             | **3%**  | **2%** |         |           |
+----------------------------+---------+--------+---------+-----------+
| State Mean Score           | **      | **3    |         |           |
|                            | 311.2** | 07.4** |         |           |
+----------------------------+---------+--------+---------+-----------+

> **\* 50.9/90= average number correct**

**GRADE: [8]{.underline} TEST: [SAT9 - TOTAL READING ]{.underline}**

**EDITION/PUBLICATION YEAR: [1997]{.underline} PUBLISHER: [HARCOURT
BRACE ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| Test Month                    | #      | ####   | ####   | ####   |
|                               |  APRIL |  APRIL |  APRIL |  APRIL |
+-------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**             |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Score                   | ###### | **70   | **70   | **68   |
|                               |  See p | %ile** | %ile** | %ile** |
|                               | age 28 |        |        |        |
|                               |        |        |        |        |
|                               | **for  |        |        |        |
|                               | CAT    |        |        |        |
|                               | 6**    |        |        |        |
|                               |        |        |        |        |
|                               | **sc   |        |        |        |
|                               | ores** |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of students tested     |        | *      | *      | *      |
|                               |        | *515** | *398** | *563** |
+-------------------------------+--------+--------+--------+--------+
| Percent of total students     |        | **     | *      | **     |
| tested                        |        | 100%** | *99%** | 100%** |
+-------------------------------+--------+--------+--------+--------+
| Number of students excluded   |        | **0**  | **2**  | **0**  |
+-------------------------------+--------+--------+--------+--------+
| #                             |        | **0%** | **1%** | **0%** |
|  Percent of students excluded |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| # SUBGROUP SCORES             |        | ####   |        |        |
+-------------------------------+--------+--------+--------+--------+
| 1\. (specify subgroup)        |        | ##     | *      | *      |
|                               |        | ## N/A | *N/A** | *N/A** |
+-------------------------------+--------+--------+--------+--------+
| 2\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| 3\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [8]{.underline} TEST: [CAT 6 -- TOTAL READING ]{.underline}**

**EDITION/PUBLICATION YEAR: [2000]{.underline} PUBLISHER: [CTB/MC
GRAW-HILL ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-----------------------------------------------------+----------------+
|                                                     | 2002-2003      |
+-----------------------------------------------------+----------------+
| Test Month                                          | # APRIL        |
+-----------------------------------------------------+----------------+
| **SCHOOL SCORES**                                   |                |
+-----------------------------------------------------+----------------+
| Total Score                                         | **58%ile**     |
+-----------------------------------------------------+----------------+
| Number of students tested                           | **464**        |
+-----------------------------------------------------+----------------+
| Percent of total students tested                    | **99%**        |
+-----------------------------------------------------+----------------+
| Number of students excluded                         | **1**          |
+-----------------------------------------------------+----------------+
| # Percent of students excluded                      | **1%**         |
+-----------------------------------------------------+----------------+
| # SUBGROUP SCORES                                   |                |
+-----------------------------------------------------+----------------+
| 1\. (specify subgroup)                              | #### N/A       |
+-----------------------------------------------------+----------------+
| 2\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+
| 3\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [8]{.underline} TEST: [SAT9 -TOTAL MATH ]{.underline}**

**EDITION/PUBLICATION YEAR: [1997]{.underline} PUBLISHER: [HARCOURT
BRACE ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| Test Month                    | #      | ####   | ####   | ####   |
|                               |  APRIL |  APRIL |  APRIL |  APRIL |
+-------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**             |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Score                   | ###### | **80   | **79   | **78   |
|                               |  See p | %ile** | %ile** | %ile** |
|                               | age 30 |        |        |        |
|                               |        |        |        |        |
|                               | **for  |        |        |        |
|                               | CAT    |        |        |        |
|                               | 6**    |        |        |        |
|                               |        |        |        |        |
|                               | **sc   |        |        |        |
|                               | ores** |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of students tested     |        | *      | *      | *      |
|                               |        | *516** | *399** | *561** |
+-------------------------------+--------+--------+--------+--------+
| Percent of total students     |        | **     | *      | **     |
| tested                        |        | 100%** | *99%** | 100%** |
+-------------------------------+--------+--------+--------+--------+
| Number of students excluded   |        | **0**  | **2**  | **0**  |
+-------------------------------+--------+--------+--------+--------+
| #                             |        | **0%** | **1%** | **0%** |
|  Percent of students excluded |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| # SUBGROUP SCORES             |        | ####   |        |        |
+-------------------------------+--------+--------+--------+--------+
| 1\. (specify subgroup)        |        | ##     | *      | *      |
|                               |        | ## N/A | *N/A** | *N/A** |
+-------------------------------+--------+--------+--------+--------+
| 2\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| 3\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [8]{.underline} TEST: [CAT 6 -- TOTAL MATH ]{.underline}**

**EDITION/PUBLICATION YEAR: [2000]{.underline} PUBLISHER: [CTB/MC
GRAW-HILL ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-----------------------------------------------------+----------------+
|                                                     | 2002-2003      |
+-----------------------------------------------------+----------------+
| Test Month                                          | # APRIL        |
+-----------------------------------------------------+----------------+
| **SCHOOL SCORES**                                   |                |
+-----------------------------------------------------+----------------+
| Total Score                                         | **73%ile**     |
+-----------------------------------------------------+----------------+
| Number of students tested                           | **464**        |
+-----------------------------------------------------+----------------+
| Percent of total students tested                    | **99%**        |
+-----------------------------------------------------+----------------+
| Number of students excluded                         | **1**          |
+-----------------------------------------------------+----------------+
| # Percent of students excluded                      | **1%**         |
+-----------------------------------------------------+----------------+
| # SUBGROUP SCORES                                   |                |
+-----------------------------------------------------+----------------+
| 1\. (specify subgroup)                              | #### N/A       |
+-----------------------------------------------------+----------------+
| 2\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+
| 3\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [8]{.underline} TEST: [SAT9 - TOTAL LANGUAGE ]{.underline}**

**EDITION/PUBLICATION YEAR: [1997]{.underline} PUBLISHER: [HARCOURT
BRACE ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| Test Month                    | #      | ####   | ####   | ####   |
|                               |  APRIL |  APRIL |  APRIL |  APRIL |
+-------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**             |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Score                   | ###### | **77   | **80   | **74   |
|                               |  See p | %ile** | %ile** | %ile** |
|                               | age 32 |        |        |        |
|                               |        |        |        |        |
|                               | **for  |        |        |        |
|                               | CAT    |        |        |        |
|                               | 6**    |        |        |        |
|                               |        |        |        |        |
|                               | **sc   |        |        |        |
|                               | ores** |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of students tested     |        | *      | *      | *      |
|                               |        | *516** | *398** | *563** |
+-------------------------------+--------+--------+--------+--------+
| Percent of total students     |        | **     | *      | **     |
| tested                        |        | 100%** | *99%** | 100%** |
+-------------------------------+--------+--------+--------+--------+
| Number of students excluded   |        | **0**  | **2**  | **0**  |
+-------------------------------+--------+--------+--------+--------+
| #                             |        | **0%** | **1%** | **0%** |
|  Percent of students excluded |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| # SUBGROUP SCORES             |        | ####   |        |        |
+-------------------------------+--------+--------+--------+--------+
| 1\. (specify subgroup)        |        | ##     | *      | *      |
|                               |        | ## N/A | *N/A** | *N/A** |
+-------------------------------+--------+--------+--------+--------+
| 2\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| 3\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [8]{.underline} TEST: [CAT 6 -- TOTAL LANGUAGE ]{.underline}**

**EDITION/PUBLICATION YEAR: [2000]{.underline} PUBLISHER: [CTB/MC
GRAW-HILL ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-----------------------------------------------------+----------------+
|                                                     | 2002-2003      |
+-----------------------------------------------------+----------------+
| Test Month                                          | # APRIL        |
+-----------------------------------------------------+----------------+
| **SCHOOL SCORES**                                   |                |
+-----------------------------------------------------+----------------+
| Total Score                                         | **57%ile**     |
+-----------------------------------------------------+----------------+
| Number of students tested                           | **464**        |
+-----------------------------------------------------+----------------+
| Percent of total students tested                    | **99%**        |
+-----------------------------------------------------+----------------+
| Number of students excluded                         | **1**          |
+-----------------------------------------------------+----------------+
| # Percent of students excluded                      | **1%**         |
+-----------------------------------------------------+----------------+
| # SUBGROUP SCORES                                   |                |
+-----------------------------------------------------+----------------+
| 1\. (specify subgroup)                              | #### N/A       |
+-----------------------------------------------------+----------------+
| 2\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+
| 3\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [8]{.underline} TEST: [SAT9 - SPELLING ]{.underline}**

**EDITION/PUBLICATION YEAR: [1997]{.underline} PUBLISHER: [HARCOURT
BRACE ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| Test Month                    | #      | ####   | ####   | ####   |
|                               |  APRIL |  APRIL |  APRIL |  APRIL |
+-------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**             |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Score                   | ###### | **61   | **63   | **57   |
|                               |  See p | %ile** | %ile** | %ile** |
|                               | age 34 |        |        |        |
|                               |        |        |        |        |
|                               | **for  |        |        |        |
|                               | CAT    |        |        |        |
|                               | 6**    |        |        |        |
|                               |        |        |        |        |
|                               | **sc   |        |        |        |
|                               | ores** |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of students tested     |        | *      | *      | *      |
|                               |        | *516** | *399** | *563** |
+-------------------------------+--------+--------+--------+--------+
| Percent of total students     |        | **     | *      | **     |
| tested                        |        | 100%** | *99%** | 100%** |
+-------------------------------+--------+--------+--------+--------+
| Number of students excluded   |        | **0**  | **2**  | **0**  |
+-------------------------------+--------+--------+--------+--------+
| #                             |        | **0%** | **1%** | **0%** |
|  Percent of students excluded |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| # SUBGROUP SCORES             |        | ####   |        |        |
+-------------------------------+--------+--------+--------+--------+
| 1\. (specify subgroup)        |        | ##     | *      | *      |
|                               |        | ## N/A | *N/A** | *N/A** |
+-------------------------------+--------+--------+--------+--------+
| 2\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| 3\. (specify subgroup)        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+

**GRADE: [8]{.underline} TEST: [CAT6 - SPELLING ]{.underline}**

**EDITION/PUBLICATION YEAR: [2000]{.underline} PUBLISHER: [CTB/MC
GRAW-HILL ]{.underline}**

**What groups were excluded from testing? Why, and how were they
assessed?** [Excluded students at this grade level, include those
children with special needs who are specifically exempted due to
significant handicapping conditions. These exemptions are documented on
their Individualized Education Plans (IEPs). The IEP team determined
appropriate alternative assessments on a case-by-case basis. In
addition, parents have the right to have their student "opt out" of
testing. Parents must provide the school a written notification if their
child is to be excluded. This written waiver is kept on file in the
child's cumulative record and a copy is forwarded to the State
Department of Education.]{.underline}

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

+-----------------------------------------------------+----------------+
|                                                     | 2002-2003      |
+-----------------------------------------------------+----------------+
| Test Month                                          | # APRIL        |
+-----------------------------------------------------+----------------+
| **SCHOOL SCORES**                                   |                |
+-----------------------------------------------------+----------------+
| Total Score                                         | **73%ile**     |
+-----------------------------------------------------+----------------+
| Number of students tested                           | **462**        |
+-----------------------------------------------------+----------------+
| Percent of total students tested                    | **99%**        |
+-----------------------------------------------------+----------------+
| Number of students excluded                         | **1**          |
+-----------------------------------------------------+----------------+
| # Percent of students excluded                      | **1%**         |
+-----------------------------------------------------+----------------+
| # SUBGROUP SCORES                                   |                |
+-----------------------------------------------------+----------------+
| 1\. (specify subgroup)                              | #### N/A       |
+-----------------------------------------------------+----------------+
| 2\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+
| 3\. (specify subgroup)                              |                |
+-----------------------------------------------------+----------------+

If the reports use scaled scores, provide the national score (mean
scored) and standard deviation for the total test and each subtest.

+-------------------------------+--------+--------+--------+--------+
|                               | 200    | 200    | 200    | 199    |
|                               | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-------------------------------+--------+--------+--------+--------+
| **NATIONAL SCORES**           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Scores                  | #      |        |        |        |
|                               | # N/A  |        |        |        |
|                               | -- Per |        |        |        |
|                               | centil |        |        |        |
|                               | es wer |        |        |        |
|                               | e used |        |        |        |
|                               |  above |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| STANDARD DEVIATIONS           |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Total Standard deviation      | **N/A  |        |        |        |
|                               | --     |        |        |        |
|                               | Perce  |        |        |        |
|                               | ntiles |        |        |        |
|                               | were   |        |        |        |
|                               | used   |        |        |        |
|                               | a      |        |        |        |
|                               | bove** |        |        |        |
+-------------------------------+--------+--------+--------+--------+