**[Pateros Elementary School January 2004]{.underline}**

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

Name of Principal**: Mr. Gary Weitz**

Official School Name: **Pateros Elementary School**

School Mailing Address: **PO Box 567 344 West Beach Street**

**Pateros, WA 98846-0098**

Telephone: **(509) 923 -- 2343**

Fax: **(509) 923 -- 2283**

Website/URL: [www.pateros.org](http://www.pateros.org/)

E-mail: <gweitz@pateros.org>

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.

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Date [\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's signature)

Name of Superintendent: **Mr.** **Dennis Przychodzin**

District Name: **Pateros School District**

Telephone: **(509) 923-2343**

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 \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's signature)

Name of School Board Chairperson**: Mr. Steve Nieuwenhuis**

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 Chairperson's Signature)

Page 1

**[Pateros Elementary School
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ January
2004]{.underline}**

**[Part I -- Eligibility Certification]{.underline}**

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

1.  The school has some configuration that includes grades K-12.
    (Schools with

> one principal, even K-12 schools, must apply as an entire school.)

2.  The school has not been in school improvement status or been
    identified by

> the state as "persistently dangerous" within the last two years. To
> meet final
>
> eligibility, the school must meet the state's adequate yearly progress
>
> requirement in the 2003-2004 school year.

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

core curriculum.

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

September 1998.

5.  The nominated school or district is not refusing the OCR access to
    information

> necessary to investigate a civil rights complain 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 or the
    Constitution's equal protection clause.

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

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

Page 2

**[Pateros Elementary School January 2004]{.underline}**

**[Part II -- Demographic Data]{.underline}**

1.  Number of schools in the district: 1 Elementary School

> 1 Junior High School
>
> [1 High School]{.underline}

3 Total

2.  District Per Pupil Expenditure:
    [\_\_\_\_\_\_\$8,571\_\_\_\_\_\_\_\_\_]{.underline}

> Average State Per Pupil Expenditure:
> [\_\_\_\_\_\_\$7436.15\_\_\_\_\_\_\_]{.underline}

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

> 5\. Number of students enrolled at each grade level in applying
> school:

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

  **K**       8                      9                       17

  **1**       12                     12                      24

  **2**       9                      11                      20

  **3**       9                      10                      19

  **4**       8                      4                       12

  **5**       12                     14                      26

  **6**       13                     12                      25

              TOTAL STUDENTS 143                             
  ----------- ---------------------- ----------------------- ---------------

Page 3

**[Pateros Elementary School January 2004]{.underline}**

6.  Racial/ethnic composition of [\_50.4]{.underline} % White

> students in Pateros School District [\_\_\_0\_]{.underline} %
> Black/African American
>
> [\_46.6]{.underline} % Hispanic/Latino
>
> [\_\_2.3]{.underline} % Asian/Pacific Islander
>
> [\_\_2.3]{.underline} % American Indian

7.  Student turnover, or mobility rate, during the past year:
    [\_\_\_\_\_\_\_7.69**\_\_\_\_\_\_\_**]{.underline} **%**

  --------- -------------------------------------------------- ----------
  \(1\)     Number of students who transferred to Pateros      3
            after October 1 until the end of the year.         

  \(2\)     Number of students who transferred from Pateros    8
            after October 1 until the end of the year.         

  \(3\)     Subtotal of all transferred students               11

  \(4\)     Total number of students in the school as of       143
            October 1                                          

  \(5\)     Subtotal in row (3) divided by total in row (4)    .076

  \(6\)     Amount in row (5) multiplied by 100                7.69
  --------- -------------------------------------------------- ----------

8.  Limited English Proficient students in the school: [23]{.underline}
    %

> [31]{.underline} Total Number Limited English
>
> Number of languages represented**:** [1 Spanish]{.underline}
>
> 9\. Students eligible for free/reduced-priced meals**:** [64.4
> %\_]{.underline}
>
> [86]{.underline} Total Number of Qualifiers

10\. Students receiving special education services: [11%]{.underline}

[15]{.underline} Total Number Served

Students with disabilities according to conditions designated in the
Individuals with

Disabilities Education Act.

1.  Autism

> 8 Speech or Language Impairment
>
> 1 Other Health Impaired

5 Specific Learning Disability

> Page 4

**[Pateros Elementary School January 2004]{.underline}**

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

**Number of Staff**

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

Administrator(s) 1 1

Classroom Teachers 14 1

Special resource teachers/specialists 2

Paraprofessionals 5 2

Support Staff [1]{.underline} [1]{.underline}

Total Number [23]{.underline} [5]{.underline}

12**.** Average school student-"classroom teacher" ratio:
[9]{.underline}

13\. Attendance patterns of teachers and students as a percentage.

  --------------------- ----------- ----------- ----------- ----------- -----------
                        2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily Student         95%         94%         95%         94%         94%
  Attendance                                                            

  Daily Teacher         95%         95%         94%         95%         95%
  Attendance                                                            

  Teacher Turnover Rate 6%          6%          6%          6%          12%

  Student Drop Out Rate 0%          0%          4%          0%          0%

  Student Drop Off Rate 0%          0%          4%          0%          0%
  --------------------- ----------- ----------- ----------- ----------- -----------

> Page 5

**[Pateros Elementary School \_ \_\_\_ January 2004]{.underline}**

**[Part III -- Summary]{.underline}**

The town of Pateros is located at the confluence of the Methow and
Columbia Rivers in Okanogan County, Washington State. Pateros School
District, which overlooks these two rivers, resides in a rural community
where fruit orchards, dominantly apple and pear, are the primary
economic base for the district. Two fruit warehouses, a bakery, bank,
tavern, restaurant, a convenience store and a hardware store are the
primary businesses.

Employment centers on the apple industry. Because of the agricultural
nature of our area, the Hispanic population has increased substantially
every year; currently, the first grade is 50% Hispanic; five years ago
-- 36%: and ten years ago, 20% of the first graders were Hispanic. This
trend is projected to continue.

The apple industry has suffered severe economic losses over the last
five years. This creates problems for our small school district,
consisting of **one** building which houses approximately 290 students
-- kindergarten through 12^th^ grade. We lost two maintenance and
operation levies in 2001/2002. This trend stopped through energetic
interaction between the school and community; even in dire economic
times, the 2003 and 2004 levies passed.

In spite of the economic devastation in our area, Pateros Elementary
School continues to operate on the firm belief that children are the
nation's future and that superior, not just adequate, education is
essential for their success. A dedicated, talented, and highly competent
staff is and has been the cornerstone of our school for many years.

Our staff supports and actively pursues the mission of the Pateros
Elementary School. It is our shared belief that we well be accountable
for providing and maintaining a positive, challenging and learning
experience for ***all*** students. In order to provide...this
environment, it is our mission to develop and implement programs that
provide ***all*** students with the knowledge, skills, and attitudes
that...will prepare our students to become productive members of a
democratic society. We believe that only through a partnership with
parents and community can we make a significant difference in the lives
of the students that attend our school. We utilize a collaboration of
staff, students, parents, and community members to develop our district
vision...from which meaningful and research based educational programs
emerge.

Our school is a "family" school. Community members help students with
reading difficulties in the junior high and high school; high school
students help teach (and raise) our junior high and elementary students.
Most teachers know a child from kindergarten through graduation as a
12^th^ grader. Most students know each other well; many for their entire
life. This structure enhances the philosophy of the school - that we
care deeply about each other in all aspects of growth: mentally,
physically, and morally.

We are thrilled to be nominated as a blue ribbon school. This
recognition is significant in our conversations with staff, students,
parents and community. Pateros Elementary School will continue
evaluating and adapting the best researched programs to fit the needs of
our students, in collaboration with parents, students and community.

> Page 6

**[Pateros Elementary School January 2004]{.underline}**

**Part IV -- Indicators of Academic Success**

**Pateros Elementary School's Assessment Program for Reading and Math
includes:**

-   Grade 2 Reading Assessment: Measures oral reading accuracy and
    fluency skills

-   The ITBS (Iowa Tests of Basic Skills) - grade 3: Measures basic
    skills reading/math

-   The WASL (Washington Assessment of Student Learning) - grade 4:
    Measures

> application of knowledge to problem-solving tasks. It is also
>
> used to evaluate the school's performance improvements.

-   The ITBS -- grade 6: Measures basic skills in reading, language
    arts, and math

**The meaning of the results of Pateros Elementary School's assessment
in reading is:**

The ITBS and ITED are norm referenced tests designed to provide national
comparisons. The test compares our school's performance with others
across the country. A 55% score means out of a 100 students, the child
ranks 55^th^ or scored as high or higher than 55 % of students taking
the test. Individual and classroom weaknesses in sub areas such as
vocabulary, comprehension, and punctuation are identified, evaluated,
and addressed.

The WASL measures student achievement of academic standards that define
what students should know and be able to do. The standard is rigorous
and fixed. It measures the application of skills to problem-solving
tasks and real-world situations. The maximum score in reading is 460
with 400 or higher required to meet the standard.

In math, the maximum score is 568, with 400 needed to meet standard. In
both reading and math, Levels 1, 2, 3, and 4 reflect: well below
standard, below standard, meets standard and well above standard,
respectively. Sub areas such as interpretation, analysis and
comprehension provide individual and group information to assess and
guide change.

The results of both assessments provide teachers and administration with
individual and classroom knowledge of our school's performance. The
results provide individual scores in sub areas such as critical thinking
that give insight for a teacher to help the child improve his
performance. If class scores show deficiencies in skills, teachers
identify them; teachers then look for programs to meet the deficiencies
and implement them.

Page 7

**[Pateros Elementary School January 2004]{.underline}**

2\. Assessment data is aggregated and disaggregated through the
Washington Query system on a CD that is mailed to the school from OSPI
(Office of the Superintendent of Public Instruction). Data is also
received through paper reports of both classroom and individual students
from the testing agent. In addition, we access further data through OSPI
if we have additional concerns or questions.

The superintendent, principal and counselor assess the data as it
becomes available. Comparisons are made to past years' data. This data
is then given to each teacher to review. Teachers, counselor and
administration meet on early release days to discuss the overall data
and its meaning; we identify weaknesses; we then separate into subject
area groups to discuss what is needed to provide programming that will
address the specific problems. Time is spent in evaluating
research-based programs or "best schools" programs. Implementation
follows after further discussion of possible change or addition occurs
at staff development meetings. After implementation, evaluation of the
new program(s) occurs in May.

3\. Student performance is communicated to parents, students and the
community in a variety of ways:

-   Teacher letter, email, or phone call

```{=html}
<!-- -->
```
-   School reports: Interim Reports; Report Cards

-   Monthly school newsletter

-   Local newspapers

-   Local radio stations

-   Television news programs addressing our area

-   Web site: www.pateros.org

Teachers send letters, email, or call parents whenever a child performs
in an outstanding way or when problems exist. Students are assessed
formally by classroom teachers every three weeks; interim reports are
mailed to parents for high or low performance. Report Cards are given to
students every term or every 45 days. Students are honored through the
media (newsletter, newspaper, radio, and TV) for their academic
performance.

Elementary teachers share the assessment data with parents during
conference time. Teachers understand the meaning of the results and
discuss the data with the students' parents and the student. A special
assembly for parents and community also honors students' performances.

The community receives information on group or classroom performances
through the media: Pateros Elementary School monthly newsletter, The
Quad City Herald or Wenatchee World (newspapers), the radio stations in
Chelan and the TV stations in Spokane.

> Page 8

**[Pateros Elementary School January 2004]{.underline}**

4\. Our success in improving our reading, math and writing assessment
scores is based on a program that is in constant evaluation and
restructure. We have shared our successes with neighboring school
districts through seminars presented by our local Educational Service
District as well as through other school sponsored seminars.

Our reading, writing, and math teachers communicate with other teachers
in their subject area through technological methods such as email and
chat rooms. These teachers also place information on our website that
others may access.

We are constantly seeking input from other successful schools; the more
interaction we share, the more successful each school district will be.

**[\\]{.underline}**

> Page 9

**[Pateros Elementary School January 2004]{.underline}**

**[Part V -- Curriculum and Instruction]{.underline}**

**Elementary Curriculum (K-6):**

**Reading** -- Although the adopted text is [Spotlight on
Literacy,]{.underline} multiple resources are used, including Book
Baskets, Read Well, Accelerated Reader, and Picture Books; Phonics is
taught, but aspects of whole language are used. Pre reading, vocabulary
before reading, questioning, and critical thinking are used extensively
in the instruction of reading. Frequent assessment is done, resulting in
individual programming where needed. Time spent in actual reading is
fundamental.

Silent Reading for 30 minutes a day is sustained throughout the
elementary system. ParaProfessionals and Cross Age Tutors are used
extensively in one on one reading.

**Math** -- The adopted text is [Math Advantage]{.underline}; the
selection was made because of the extensive problem solving and critical
thinking focus. Tool Kits are used frequently, as are manipulatives.

**Science** -- After reviewing multiple programs, Foss science kits were
purchased because of

its inquiry learning and hands on approach. The scientific process is
used throughout.

**Social Studies --** Magazines such as Scholastic News are used along
with media presentations and hands on projects; geography, U.S. history,
cultures are introduced. Internet and media work is common. All classes
have computer centers.

**The subjects below are taught by high school specialists:**

-   Music - includes basic movement and voice; flutophones at 5^th^
    grade, band in 6^th^.

-   Art -- includes 100 minutes a week for each grade; focuses on the
    basics.

-   Spanish -- 50 minutes once a week for each grade level; focus is on
    basics.

-   Physical Education: Required 100 minutes a week; 6^th^ grade 150
    minutes

-   Life Skills: Careers, Substance Abuse Prevention- Project Alert,
    2^nd^ Step Program

> Page 10

**[Pateros Elementary School
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ January
2004]{.underline}**

2\. The Pateros Elementary School's reading curriculum is scoped and
sequenced from K-6^th^ grade. It addresses the Essential Academic
Learning Requirements required by the state of Washington. We have been
working on implementation of a reading program that is effective for
many years. Elementary meet with junior high and high school teachers to
implement programs that will effectively address our **unique
problems**, existing in both the elementary and secondary school**:
bilingual speakers and low reading levels in fluency and comprehension
of non bilingual students.** Teachers attend numerous seminars; speakers
expert in reading visit our school. Americorps, Vista and community
volunteers assist. Through much effort, evaluation and reevaluation, we
have developed the following reading program, chosen because it
addresses our concerns in having all students master reading at grade
level or higher:

Our primary focus is on reading. In addition to the regular classroom
reading program, all students K-2 are involved in **book baskets** where
students read one on one with paraprofessionals and cross age tutors
from the high school or volunteers from the community. Individual low
readers also receive additional one on one time with two **reading
specialists and paraprofessionals**. **Silent Reading**, using the
**Accelerated Reader program,** is a focus after lunch for 30 minutes
each day for all elementary students K-6. **Afters**, supervised by the
high school English teacher, offers additional reading time and
assistance using the Accelerated Reader program. **Summer school** is
offered to assist struggling readers.

3\. Our mission is to provide all students with the skills to be
successful academically and vocationally after leaving our school. The
failure to meet state assessment standards in mathematics prompted the
staff and administration to address our low math scores. Math,

like reading, has been an ongoing project since 1998 for Pateros
Elementary School.

Through our professional development program, teacher discussions during
nine early release days led to the following plan: 1) increase time for
elementary math from 50 minutes a day to 90 minutes a day 180 days a
year; 2) reduce class size; 3) provide training for teachers; 4) expect
attendance at state sponsored WASL math seminars; 5) update text books
and resources; 6) address Washington State's Essential Academic Learning
Requirements by providing a curriculum based on the EALRs and sequenced
from K-6.

Page 11

**[Pateros Elementary School
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ January
2004]{.underline}**

4\. Instructional Methods Pateros School District uses to improve
student learning include:

One on One \* Small Group \* Large Group \* Block Scheduling \*
Technology/Media \* Hands On \* Cooperative learning \* Portfolios \*
Phonemic Awareness and Phonics Strategies \* Comprehension Strategies \*
Writing as A Process \* Reading Strategies Critical Thinking Strategies
\* Feedback \* Performance Assessment \* Direct Instruction Modeling \*
Questioning Strategies \* Study Skills \* Prior Knowledge \* Mental
Imagery \*

Mneumonics \* Metacognitive Awareness \* Graphic Organizers \* Pre
Reading Vocabulary Instruction \* Multiple Intelligences \* Learning
Styles \* Varied Seating Arrangements \* Alliance with Methow Valley
Artists \* Guest Speakers

All teachers and paraprofessionals at Pateros Elementary School are
taught Madeline Hunter's theory of instruction. They also receive
instruction in Bloom's Taxonomy. Each teacher receives and uses a
Cooperative Learning portfolio, a Block Scheduling Instruction text and
an Effective Schools Packet to encourage varied instructional methods. A
technology specialist assists with technology instruction until teachers
feel competent using most educational programs.

5\. Our school's professional development program has been very
successful in its impact on improving student achievement. This success
is apparent in improved state assessment scores as well as in the number
of students attending college (consistently at 85% or higher) and in an
almost non-existent drop out rate. This success is apparent
academically, but from a more affective view, students thrive at
Pateros. They are nurtured emotionally, increasing their determination
to do well. Our professional development program has actively sought
skills for improving academic success of students and for improving the
nurturing environment to support **all** students.

Since 1998, the following professional development has been in place:

**Early Release** -- One Wednesday each month students leave at 11:40;
teachers stay for a planned inservice until 3:30 This inservice is
designed to inform teachers and paraprofessionals about current
instructional issues. Much of the focus since 1998 has been on reading
and math improvement. Our school improvement plan's primary focus is
reading. This inservice also provides time for teachers to discuss
problems occurring in classrooms and provides time to plan solutions to
problems.

**Seminars** -- The district encourages staff to attend seminars related
to their

teaching assignment by paying for tuition and transportation costs
related to the seminar.

**Visitations** -- The district encourages staff to visit schools with
"best practice" or innovative programs. A substitute teacher is provided
and transportation paid.

**Summer Get-togethers --** Teachers over the last two summers have been
paid to improve instruction by providing time for teachers to work on
curriculum in groups

> Page 12

**[Pateros Elementary School January 2004]{.underline}**

**Washington State Criterion--Referenced Tests**

+-------------+--------+--------+--------+--------+--------+--------+
| **Test:**   |        |        |        |        |        |        |
| Washington  |        |        |        |        |        |        |
| Assessment  |        |        |        |        |        |        |
| of Student  |        |        |        |        |        |        |
| Learning    |        |        |        |        |        |        |
| **Grade:**  |        |        |        |        |        |        |
| 4           |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| *           |        |        |        |        |        |        |
| *Edition:** |        |        |        |        |        |        |
| New Each    |        |        |        |        |        |        |
| Year        |        |        |        |        |        |        |
| **P         |        |        |        |        |        |        |
| ublisher:** |        |        |        |        |        |        |
| Riverside   |        |        |        |        |        |        |
| Publishing  |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
|             | 200    | 200    | 200    | 199    | 199    | 199    |
|             | 2-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 | 7-1998 |
+-------------+--------+--------+--------+--------+--------+--------+
| **Month\    | April  | April  | April  | April  | April  | April  |
| >\>\>\>\>** |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| **Scores**  |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Meets or    | **     | 55.6   | 65.2   | 80     | 46.2   | 60     |
| exceeds     | 79.2** |        |        |        |        |        |
| Standard:   |        |        |        |        |        |        |
| Reading     |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Above       | 20.8   |        |        |        |        |        |
| Standard    |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Below       | 8.3    |        |        |        |        |        |
| Standard    |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Well Below  | 12.5   |        |        |        |        |        |
| Standard    |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Math        | **     | 48.1   | 13     | 65.2   | 23.1   | 32     |
|             | 79.2** |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Above       | 45.8   |        |        |        |        |        |
| Standard    |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Below       | 12.5   |        |        |        |        |        |
| Standard    |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Well Below  | 8.3    |        |        |        |        |        |
| Standard    |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Tested      | 24     |        |        |        |        |        |
|             | 100%   |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
|             |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| *           |        |        |        |        |        |        |
| *Subgroup** |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| 1\.         |        |        |        |        |        |        |
| Hispanic    |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Meets or    | **80** |        |        |        |        |        |
| exceeds     |        |        |        |        |        |        |
| Stand       |        |        |        |        |        |        |
| ard:Reading |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Math        | **60** |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Tested      | 10     |        |        |        |        |        |
|             | 100%   |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| 2\. Sex     |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Meets or    | **7    |        |        |        |        |        |
| Exceeds     | 3/89** |        |        |        |        |        |
| Stand       |        |        |        |        |        |        |
| ard:Reading |        |        |        |        |        |        |
|             |        |        |        |        |        |        |
| Female/Male |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Math        | **7    |        |        |        |        |        |
|             | 3/89** |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Tested      | 100%   |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
|             |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| **State     |        |        |        |        |        |        |
| Scores**    |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Meets or    | 67     |        |        |        |        |        |
| Exceeds     |        |        |        |        |        |        |
| Stand       |        |        |        |        |        |        |
| ard:Reading |        |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+
| Math        | 55     |        |        |        |        |        |
+-------------+--------+--------+--------+--------+--------+--------+

Appendix I

**[Pateros Elementary School January 2004]{.underline}**

+-----------------------+-----------+-----------+---------+----------+
| **Test:** Iowa Tests  |           |           |         |          |
| of Basic Skills       |           |           |         |          |
| **Grade:** 3          |           |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| **Edition:** Form M - |           |           |         |          |
| 1996 **Publisher:**   |           |           |         |          |
| Riverside Publishing  |           |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
|                       | 2002-2003 | 2001-2002 | 20      | 1        |
|                       |           |           | 00-2001 | 999-2000 |
+-----------------------+-----------+-----------+---------+----------+
| **Month\>\>\>\>\>**   | March     | March     | March   | March    |
+-----------------------+-----------+-----------+---------+----------+
| *                     |           |           |         |          |
| *Scores/Percentiles** |           |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Total Score           | 73        | 64        | 56      | 57       |
+-----------------------+-----------+-----------+---------+----------+
| Reading               | 64        | 57        | 48      | 53       |
+-----------------------+-----------+-----------+---------+----------+
| Math                  | 80        | 71        | 63      | 61       |
+-----------------------+-----------+-----------+---------+----------+
| Total tested          | 12 100 %  |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
|                       |           |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| **Subgroup**          |           |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| 1\. Hispanic Total    | 61        |           |         |          |
| Score                 |           |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Reading               | 47        |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Math                  | 75        |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Tested                | 7 100%    |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| 2\. Sex Total Score   | 73        |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Reading               | 68/58     |           |         |          |
|                       |           |           |         |          |
| Female 3 /Male 9      |           |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Math                  | 81/76     |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Tested                | 12 100%   |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
|                       |           |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| **State               |           |           |         |          |
| Scores/Percentile**   |           |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Composite             | 63        |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Reading               | 60        |           |         |          |
+-----------------------+-----------+-----------+---------+----------+
| Math                  | 65        |           |         |          |
+-----------------------+-----------+-----------+---------+----------+

> Appendix II