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

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

**Cover Sheet**

Ms. Veronica Kirkland

Name of Principal

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

Britt David Magnet Academy

Official School Name

(As it should appear in the official records)

5801 Armour Road

School Mailing Address
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Columbus GA 31909-4530

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

City State Zip Code+4 (9 digits total)

Tel. [( 706 ) 649-0725]{.underline} Fax [( 706 ) 649-0937]{.underline}

Website/URL [www.brittdavid.com]{.underline} E-mail
[rkirkland@mcsdga.net]{.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. John Phillips]{.underline}

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

District Name [Muscogee County School District]{.underline} Tel. [( 706
) 649-0685]{.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 Dr. Mary Sue Polleys

President/Chairperson

(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)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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 complaint or to
    conduct a district‑wide compliance review.

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [33]{.underline} Elementary
schools

[11]{.underline} Middle schools

[N/A]{.underline} Junior high schools

[8]{.underline} High schools

[9]{.underline} Other (Briefly explain)

[61]{.underline} TOTAL

2\. District Per Pupil Expenditure: \$[6672.00]{.underline}

Average State Per Pupil Expenditure: [\$7279.82]{.underline}

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

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       35        45                     **80**       **7**                             

  **1**       39        45                     **84**       **8**                             

  **2**       46        57                     **103**      **9**                             

  **3**       52        51                     **103**      **10**                            

  **4**       28        41                     **69**       **11**                            

  **5**       30        33                     **63**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   **502**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [50]{.underline} % White

the students in the school: [31]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year[: 4
%]{.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 10
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 11
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        21
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    510
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.041176
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.12
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented[: 0\_\_]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [15 %]{.underline}
District: [58 %]{.underline}

\_\_[74]{.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}

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

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

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[18]{.underline} \_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[28]{.underline}\_\_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_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) \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[24]{.underline}\_\_
\_\_\_\_[2]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[3]{.underline} \_\_
\_\_\_\_[2]{.underline}\_\_\_

Paraprofessionals \_\_\_[12]{.underline}\_\_
\_\_\_\_[2]{.underline}\_\_\_

> Support staff \_\_\_[14]{.underline} \_\_\_\_[0]{.underline}\_\_\_
>
> Total number \_\_\_[55]{.underline}\_\_ \_\_\_\_[6]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_\_[21:1]{.underline}\_

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

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

  Daily student attendance 97%         96%         97%         98%         97%

  Daily teacher attendance 95%         93%         92%         95%         95%

  Teacher turnover rate    10%         27%         10%         16%         0%

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

# [Part III - Summary]{.underline}

Welcome to Columbus, Georgia and to Britt David Magnet Academy! Britt
David is the realization of its mission statement which states: Through
computer technology we will facilitate growth for all individuals in a
positive, innovative environment fully supported by the family school
and community. Together, parents, teachers, and staff are dedicated to
traveling this critical road together.

You will find that Britt David Magnet Academy is truly an example of
community spirit, where all stakeholders work together to build an
exemplary school. Britt David Magnet Academy serves a diverse
population, and the staff has high expectations for all students. We
care deeply about the individual needs of each and every child.

As you enter the lobby of our child-centered school you will be greeted
by our safety patrol and our principal. You may find it surprising that
you are in a building that is over fifty years old. We take great pride
in our new renovations and in our effort to keep our focus on children.
This can be seen in the aquarium, the seasonal trees and the
*Millionaire Wall of Frame* where student photographs are placed once
they read one million words each year.

Our student body is distinct and derived one hundred percent by parental
choice. A wide variety of ethnic and multicultural backgrounds are
represented. Our ratio is made up of fifty- percent white, thirty-one
percent African American, and nineteen percent other nationalities. Free
or reduced breakfast and lunch is received by fifteen percent of our
children.

Entering the office you will be greeted by a friendly and accommodating
staff. Entering the media center you will be immediately transported to
an ever-changing "Enchanted Garden of Books" complete with fall leaves,
winter snow, and blooming spring flowers. This serves as the central hub
of our school where children continuously pass in and out throughout the
day. With approximately 500 students and an average monthly circulation
of over 3000 books, it is easy to see reading is a contagious activity
at Britt David Magnet Academy. Along with students you will see parents
volunteering as readers, media assistants, repairing and shelving books,
as well as helping our younger students find appropriate reading
materials.

Continuing our tour of the building you will notice the display of
students' QCC mastery work and the pride students take in having their
work displayed. Upon entering our computer labs you will encounter
active teaching and learning. Math, social studies, science, reading,
and writing are all integrated through the use of computer technology.
Teachers' weekly plans for these labs reflect grade level objectives and
computer benchmarks. Students understand the value of this work, as a
computer grade is included on each report card. Challenging curriculum,
motivating teachers, and actively engaged students have made Britt David
superior in mathematics and reading as reflected by our achievement
scores. For the past twelve consecutive years we have achieved the
highest scores on nationally normed and criterion reference tests in the
Muscogee County School District.

**Part IV \# 1: Summary of Tests provided at Britt David Magnet
Academy**

**GKAP** -- The Georgia Kindergarten Assessment Program is a required
evaluation in Georgia to test the readiness of students entering first
grade. It is administered twice per year, in the fall and spring. In the
fall, students typically complete ten of the thirty-two content areas,
with an average score of 62%. Through the diligence of the kindergarten
teachers at Britt David, when retested in the spring, the students
complete all thirty-two areas with an average score of 99%.

**CRCT** -- The Criterion Referenced Competency Test was implemented in
spring 2000 and is designed to measure how well students acquire skills
and knowledge described in the Quality Core Curriculum (QCC). Over the
past three years Britt David has consistently demonstrated an increase
in test scores, specifically with fourth grade as this grade level has
been given the CRCT since its beginning. In the year 2000 in reading 7%
of our students did not meet standards, 38% met standards and 55%
exceeded standards. By 2003 in reading there were zero students who did
not meet the standards, 11 % met standards and 89% exceeded standards.
In the year 2000 in math 5 % did not meet standards, 68% met standards
and 26% exceeded standards. By 2003 in math there were zero students who
did not meet the standards, 25% met standards and 75% exceeded
standards.

**ITBS** -- The Iowa Test of Basic Skills is a standardized achievement
test, which provides an in-depth assessment of student's achievement of
important educational objectives. The ITBS has been administered to
3^rd^ and 5^th^ grade students for the past four years. In the year 2001
in reading, 3^rd^ grade students scored 72% and in 2004 their scores
increased to 85%. In the year 2001 in math, 3^rd^ grade students scored
at 72% and in 2004 their scores had increased to 94%. In the year 2001
in reading, 5^th^ grade students scored 73% and in 2004 had increased to
87%. In the year 2001 in math, 5^th^ grade students scored at 84% and in
2004 had increased to 93%. These increases in percentages clearly
indicate an increase in test scores over the past three years.

**Stanford 9** -- The Stanford Achievement Test Series, Ninth Edition,
is a standardized, norm-referenced test, which compares each student's
achievement to the achievement of a representative national sample of
public school students of the same age and grade. Based on this
criterion the SAT-9 was administered to 3^rd^ and 5^th^ grade students
in the year 2000-2001. Third grade students scored 77% in reading and
78% in math. Fifth grade students scored 79% in reading and 80% in math.

**Part IV #2: How does the school use assessment results to understand
and improve student and school performance?**

#  No single assessment provides a complete picture of what students know and can do; therefore no single test score determines a student's proficiency. The foundation of all the assessments utilized is an agreed-upon set of achievement expectations. Teachers and administrators at Britt David incorporate several assessment tools and strategies to determine the student's performance and aid in their success. One way we assess student success is by identifying and comparing individual test scores, grade level, class, and school scores. We further ensure our success by making comparisons of this data at the district and state level. 

Britt David is fortunate to have three computer technology labs, which
allows for additional student assessments. In the Integrated Learning
System (ILS) Computer Lab student gains, as well as grade level
placement, can be determined for identification of a student's
weaknesses and strengths. The Accelerated Reader/STAR program depicts
reading comprehension and reading level placement from first through
fifth grade and some selected kindergarteners. Additional assessment is
accomplished through computer literacy skills. Scope and sequence charts
have been implemented, at each grade level, to measure each student's
progress and ensure the required benchmarks have been met. Expectations
for students are constantly under revision. This ensures each student
reaches his/her fullest potential.

**Part IV #3: How does the school communicate student performance,
including assessment data, to parents, students and the community?**

The purpose of alternative and formal assessment communication is to
make the students and the parents aware of the academic achievement
levels of each child and to convey to the stakeholders' information
aimed at how to continue improving the instructional program at home and
school.

Assessment data is communicated to the stakeholders in a multitude of
ways. The results of norm- referenced and criterion-referenced
assessments are sent home with a letter of explanation from the
principal. The principal communicates the meaning of the data and
standards for judgment at faculty meetings, PTA meetings, and Open
Houses. Other assessments such as computer-generated reports from the
ILS lab are sent to the parents each six weeks and specify individual
strengths and weaknesses for each student with an explanation of each
subject area, gains and grade level placements.

Progress reports are sent home every three weeks from the classroom
teacher. All teachers are using a computerized grade book, which allows
for an immediate report on student progress.

Britt David maintains a website with current information regarding
assessment scores and other information as well as a link to the
Department of Education where families can access assessment scores and
other information. There are monthly principal meetings in Muscogee
County where principals share information about programs, student
performance and accomplishments. The local newspaper publicizes
activities and successes of Britt David to the community. Our weekly
school newsletter as well as our PTA newsletter communicates assessment
data as well as school goals.

**Part IV #4: Different instructional methods the school uses to improve
student learning.**

Britt David utilizes a variety of instructional methods to improve
student learning. Through a variety of technology and media, students
can gain information through computer programs, video, TV, and on the
Internet. Saxon Phonics, Accelerated Reader, Millionaire Club, Saxon
Math, Sing, Spell, Read, Write, daily writing journals, ILS lab,
Exploratory lab, Principals Book of the Month are some examples. All
these educational methods strengthen Britt David's instructional program
and heighten student learning. Curriculum aligned field trips and
assemblies enhance our program.

In the classroom teachers utilize flexible groups and differentiation to
better meet students' instructional needs. Manipulatives and sets of
fiction and non-fiction books aid in classroom instruction. Teacher's
lesson plans provide student-focused activities at all grade levels.
Technology resources that promote student learning in the classrooms are
reinforced in the computer lab.

Hands on activities are correlated with lessons being taught. Saxon Math
uses manipulatives in every lesson to ensure student understanding is
maximized. Science experiments are conducted throughout each lesson to
reinforce the topic being taught. Social Studies projects are sent home
to incorporate parent involvement and a better understanding of the
lesson concepts taught. Cooperative learning groups, alternative
assessments (portfolios), and paired reading are used based on current
research on successful teaching and learning. Several classrooms
incorporate live animals in order to encourage active learning in caring
for others.

**Part V #1: Describe the school's curriculum**

Britt David offers something special for all children and countless
methods and opportunities to achieve at high level in language arts.
Incorporated in the ILS Lab each school day, all students complete 15
minutes of individualized, self-paced reading practice customized to
meet the needs of each child. School wide reading and writing projects
are incorporated with the Principal's Book of the Month and also
correlate to each grade levels' Quality Core Curriculum objectives. The
Saxon Phonics program has been implemented to provide students with a
firm understanding and practical knowledge of phonemic awareness.

A unique and effective feature of our school is the use of our ILS and
computer labs. Students spend 15-20 minutes a day in the ILS Lab and
receive individualized instruction in math to help remediate and enhance
math skills. Reports generated enable teachers and parents to help
identify progress and areas of weakness. The math curriculum is quite
rigorous. Kindergarten through fourth grades use Saxon mathematics while
fifth grade uses the Harcourt Brace adoption. Both Saxon and Harcourt
Brace programs implement a spiraling method whereby skills are taught
and then reviewed in future lessons. QCC mastery is stressed and
remedial work is given if mastery is not attained.

All students are offered opportunities to be engaged with science
content in order to achieve at high levels of learning. The curriculum
frame work includes the science process skills of inquiry, the use of
reference sources, safety practices, and appropriate choice of tools to
collect and analyze data. The science content is then linked to the
other core subjects by utilizing writing, mathematical calculations, and
social science references. Science teachers are provided with the
equipment necessary to extend the student learning from the text to
hands on experiences.

In Social Studies a rich curriculum has been designed to enhance
diversity and to prepare students from the next school year. The
kindergarten through fifth grade curriculum integrates multicultural
themes teaching customs, history and geography of the United States as
well as other countries. Fifth graders compete in the social science
fair involving research and presentation of a relevant topic. The use of
National Geographic laser discs support and enhance multicultural
integration in all curriculum areas as well as internet access in all
labs for research and current events.

An essential element of our school success is the ability to implement
cross content planning and teaching. Many of our content areas cross
over in the fine arts program at Britt David engaging all students to
explore art and music. In an effort to incorporate our garden area into
our art program, a beautification plan has been designed. Grades K-5
will participate in providing some type of sculpture to incorporate into
our garden for aesthetic purpose. The project will not only enhance the
development of art, but will reflect a piece of literature chosen by
each class.

**Part V \# 2: Britt David's reading curriculum, including a description
of why the school chose this particular approach to reading.**

Our approach to reading is based on providing lessons and programs that
develop comprehension, fluency, vocabulary, phonemic awareness, and
motivation. In the selection of programs and textbooks, we look for
resources that embrace the curriculum in order to achieve a successful
reading program. When selecting a reading series we choose resources
that will give our students a balanced approach to literacy. Listening,
speaking, reading, viewing, writing, and thinking are essential
elements. Other important factors include balancing narrative and
expository selections and having an appropriate reading level
integrating into all areas of the curriculum.

School wide we have many programs that promote and embrace literacy. The
Millionaire Program challenges K-5 students to read one million words
each school year. Motivational rewards are given to students at
different intervals as they meet their "Millionaire" goal. The ILS Lab
is incorporated in each school day for students in all grade levels to
complete 15 minutes of individualized, self -paced reading practice
adjusted to meet the needs of each child. Also, reading and writing
projects are incorporated with the Principal's Book of the Month for all
students and correlates to each grade levels' quality core curriculum
objectives. The Saxon Phonics program has been implemented to provide
students with a firm understanding and practical knowledge of phonemic
awareness. The Early Intervention Program (EIP) provides supplemental
instructional personnel and resources to remediate and enhance the
academic performance of those students who are at risk of performing
below grade level. Our peer reading program is set up to pair upper
grade students with lower grade students to provide reading support and
to show that reading is important to all of our students. These students
also serve as positive role models associated with reading and
literature. For students not meeting reading requirements during six
weeks, we provide an after school reading tutorial program that focuses
on recognizing weakness and providing strategies for our students.

**Part V #3: School's choice curriculum area and how it relates to
essential skills and knowledge based on the school's mission.**

The counseling and guidance department at Britt David provides a
balanced, comprehensive, developmental program to all students,
kindergarten through fifth grade. The objective of the counselor is to
impart specific skills and learning opportunities in a productive and
preventative manner that ensures that all students can achieve academic
success. The primary mission of the counselor is aligned with the school
mission to facilitate growth for all individuals in a positive,
innovative environment fully supported by the family, school, and
community. Three domains provide focus for the Britt David counseling
program goals and competencies: personal-social, educational, and
career/vocational.

The counselor is required to spend a minimum of five of the six
full-time program segments during the school day directly counseling or
advising students or parents. Services provided to the students at Britt
David consist of large group guidance counseling, small group for
specialized topics, individual counseling for crisis intervention and
students at risk. All 24 classes are seen by the counselor once per week
for a minimum of thirty minutes.

Classroom guidance consists of comprehensive lesson plans, which are
aligned with the Quality Core Curriculum guidelines. These lessons cover
all three domains. At the beginning of the school year a list of topics,
with a brief description of the year's lessons, is sent home to the
parents. Throughout the year parents receive information from the
counselor on specialized programs their children will be receiving in
class and encouraged to discuss with them. Workshops are provided for
parents to further enhance the family, student, and staff interaction,
knowledge, and communication. Parents are invited to observe classroom
guidance or go over any lesson plans provided to the student.

**Part V #4: Different instructional methods the school uses to improve
student learning.**

Britt David utilizes a variety of instructional methods to improve
student learning. Through a variety of technology and media, students
can gain information through computer programs, video, TV, and the
Internet. Saxon Phonics, Accelerated Reader, Millionaire Club, Saxon
Math, Sing, Spell, Read, Write, daily writing journals, ILS Lab,
Exploratory Lab, and Principals Book of the Month are some examples. All
these educational methods strengthen Britt David's instructional program
and heighten student learning. Curriculum aligned field trips and
assemblies enhance our program.

In the classroom teachers utilize flexible groups and differentiation to
better meet students' instructional needs. Manipulatives and sets of
fiction and non-fiction books aid in classroom instruction. Teacher's
lesson plans provide student focused activities at all grade levels.
Technology resources that promote student learning in the classrooms are
reinforced in the computer lab.

Hands on activities are correlated with lessons being taught. Saxon Math
utilizes manipulative in every lesson to ensure student understanding.
Science experiments are conducted throughout each lesson to reinforce
the topic being taught. Social Studies projects are sent home to
incorporate parent involvement and a better understanding of the lesson
concepts taught. Cooperative learning groups, alternative assessments
(portfolios), and paired reading are used based on current research of
successful teaching and learning. Several classrooms incorporate live
animals in order to encourage active learning in caring for others.

**Part V #5: The school's professional development program and its
impact on improving student achievement.**

Professional development at Britt David provides training to the entire
staff, specific grade levels, and individual teachers. Throughout the
year the staff receives training on research-based concepts that are
proven to improve instruction. Staff development opportunities are
available through the Georgia Department of Education, RESA centers, the
Muscogee County School District, and locally at Britt David. Needs
assessments are continually evaluated in order to determine the
strengths and weaknesses of staff and instruction. Britt David is
committed to strong professional development. Last year we set "writing"
as our primary school-wide focus, and every teacher participated in a
writing workshop. We created a writing committee, which developed and
implemented a writing rubric for each grade level. A group of teachers
attended a "Standards in Practice" workshop and shared newly gained
knowledge with grade level peers using redelivery.

Regular opportunities for staff to analyze assessment data, to modify
curriculum, and identify future needs are implemented through teacher
staff development. Our teachers and administrators belong to
professional organizations and attend state and national conferences. As
we accomplish our goals we constantly redefine long-term plans and begin
implementing newly established goals. Learning opportunities are
constant and are ongoing.

**Britt David Magnet Academy**

**Blue Ribbon Schools Program**

**Subgroup Legend**

Subgroup 1- Female

Subgroup 2- Male

Subgroup 3- Asian / Pacific Islander

Subgroup 4- African American / non-Hispanic

Subgroup 5- Hispanic

Subgroup 6- Native American/ Alaskan Native

Subgroup 7- White / Non-Hispanic

Subgroup 8- Multiracial

**Criterion Referenced Competency Test (CRCT)**

Grade[: First]{.underline} Test: [Criterion Referenced Competency
Test]{.underline}

Edition / publication date: 2000 Publisher: [Measured
Progress]{.underline}

What groups were excluded from testing and how were they assessed?
[None]{.underline}

+----------------------------+----------+--------+---------+---------+
| Testing Month and Year     | April    | April  | April   | April   |
|                            |          |        |         |         |
|                            | 2002 -   | 200    | 20      | 19      |
|                            | 2003     | 1-2002 | 00-2001 | 99-2000 |
+----------------------------+----------+--------+---------+---------+
| Number of students tested  | Not      | 115    | Not     | Not     |
+----------------------------+----------+--------+---------+---------+
| Number of students         | Admi     | 1      | Admin   | Admin   |
| excluded                   | nistered |        | istered | istered |
+----------------------------+----------+--------+---------+---------+
| Percent of students        |          | .086%  |         |         |
| excluded                   |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| ## SCHOOL SUBTEST SCORES   |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Reading                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Did Not Meet, Meets or     |          | 100%   |         |         |
| Exceeds                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Proficient     |          | 16%    |         |         |
| (Met)                      |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Excellent      |          | 83%    |         |         |
| (Exceeds)                  |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Math                       |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Did Not Meet, Meets or     |          | 100%   |         |         |
| Exceeds                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Proficient     |          | 28%    |         |         |
| (Met)                      |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or above Excellent      |          | 72%    |         |         |
| (Exceeds)                  |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| ## SYSTEM SUBTEST SCORES   |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Reading                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Did Not Meet, Meets or     |          | 100%   |         |         |
| Exceeds                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Proficient     |          | 43%    |         |         |
| (Met)                      |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Excellent      |          | 47%    |         |         |
| (Exceeds)                  |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Math                       |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Did Not Meet, Meets or     |          | 100%   |         |         |
| Exceeds                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Proficient     |          | 54%    |         |         |
| (Met)                      |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Excellent      |          | 30%    |         |         |
| (Exceeds)                  |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| ## STATE SUBTEST SCORES    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Reading                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Did not meet, Meets or     |          | 100%   |         |         |
| Exceeds                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above proficient     |          | 43%    |         |         |
| (Met)                      |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or above Excellent      |          | 43%    |         |         |
| (Exceeds)                  |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Math                       |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Did Not Meet, Meets or     |          | 100%   |         |         |
| Exceeds                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Proficient     |          | 56%    |         |         |
| (Met)                      |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Excellent      |          | 29%    |         |         |
| (Exceeds)                  |          |        |         |         |
+----------------------------+----------+--------+---------+---------+

**Criterion Referenced Competency Test (CRCT)**

Grade[: First]{.underline} Test: [Criterion Referenced Competency
Test]{.underline}

Edition / Publication Date: [2000]{.underline} Publisher: [Measured
Progress]{.underline}

What groups were excluded from testing and how were they assessed?
[None]{.underline}

Number of students in the grade in which the test was administered:
[116]{.underline}

Scores are reported here as: NCEs \_\_\_ Scaled Scores: \_\_\_
Percentiles [XX]{.underline}

+----------------------------+----------+--------+---------+---------+
| Testing Month and Year     | April    | April  | April   | April   |
|                            |          |        |         |         |
|                            | 2002 -   | 200    | 20      | 19      |
|                            | 2003     | 1-2002 | 00-2001 | 99-2000 |
+----------------------------+----------+--------+---------+---------+
| Number of students tested  | Not      | 115    | Not     | Not     |
+----------------------------+----------+--------+---------+---------+
| Number of students         | Admi     | 1      | Admin   | Admin   |
| excluded                   | nistered |        | istered | istered |
+----------------------------+----------+--------+---------+---------+
| Percent of students        |          | .086%  |         |         |
| excluded                   |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| ## SCHOOL SUBTEST SCORES   |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Reading                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Did not meet, Meets or     |          | 100%   |         |         |
| Exceeds                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Proficient     |          | 16%    |         |         |
| (Met)                      |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Excellent      |          | 83%    |         |         |
| (Exceeds)                  |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Math                       |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| Did not meet, Meets or     |          | 100%   |         |         |
| Exceeds                    |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or Above Proficient     |          | 28%    |         |         |
| (Met)                      |          |        |         |         |
+----------------------------+----------+--------+---------+---------+
| At or above Excellent      |          | 72%    |         |         |
| (Exceeds)                  |          |        |         |         |
+----------------------------+----------+--------+---------+---------+

Number of students who took the subtest: [115]{.underline} What groups
were excluded: [None]{.underline}

Subtest: [Reading]{.underline} \* None or too few to report

<table style="width:100%;">
<colgroup>
<col style="width: 20%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 2001-2002</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>62</td>
<td>53</td>
<td>13</td>
<td>35</td>
<td>*</td>
<td>*</td>
<td>60</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>100%</td>
<td>99.14%</td>
<td>100%</td>
<td>100%</td>
<td>*</td>
<td>*</td>
<td>100%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>0%</td>
<td>2%</td>
<td>0%</td>
<td>3%</td>
<td>*</td>
<td>*</td>
<td>0%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>13%</td>
<td>21%</td>
<td>23%</td>
<td>14%</td>
<td>*</td>
<td>*</td>
<td>17%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>87%</td>
<td>77%</td>
<td>77%</td>
<td>83%</td>
<td>*</td>
<td>*</td>
<td>83%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

Number of students who took the subtest: [115]{.underline} What groups
were excluded: [None]{.underline}

Subtest: [Mathematics]{.underline} \* None or too few to report

<table style="width:100%;">
<colgroup>
<col style="width: 20%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 2001-2002</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>62</td>
<td>53</td>
<td>13</td>
<td>35</td>
<td>*</td>
<td>*</td>
<td>60</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>100%</td>
<td>99.14%</td>
<td>100%</td>
<td>100%</td>
<td>*</td>
<td>*</td>
<td>100%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td>*</td>
<td>*</td>
<td>0%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>31%</td>
<td>25%</td>
<td>38%</td>
<td>23%</td>
<td>*</td>
<td>*</td>
<td>28%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>69%</td>
<td>75%</td>
<td>62%</td>
<td>77%</td>
<td>*</td>
<td>*</td>
<td>72%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Criterion Referenced Competency Test (CRCT**)

Grade[: Second]{.underline} Test: [Criterion Referenced Competency
Test]{.underline}

Edition / publication date: 2000 Publisher: [Measured
Progress]{.underline}

What groups were excluded from testing and how were they assessed?
[None]{.underline}

+-----------------------------+---------+--------+---------+---------+
| Testing Month and Year      | April   | April  | April   | April   |
|                             |         |        |         |         |
|                             | 2002 -  | 200    | 20      | 19      |
|                             | 2003    | 1-2002 | 00-2001 | 99-2000 |
+-----------------------------+---------+--------+---------+---------+
| Number of students tested   | Not     | 66     | Not     | Not     |
+-----------------------------+---------+--------+---------+---------+
| Number of students excluded | Admin   | 1      | Admin   | Admin   |
| (Absent)                    | istered |        | istered | istered |
+-----------------------------+---------+--------+---------+---------+
| Percent of students         |         | 1.5%   |         |         |
| excluded                    |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### SCHOOL SUBTEST SCORES |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 32%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 68%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 43%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or above Excellent       |         | 57%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### SYSTEM SUBTEST SCORES |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 43%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 43%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 59%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 25%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### STATE SUBTEST SCORES  |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above proficient      |         | 40%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or above Excellent       |         | 44%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 57%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 26%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+

**Criterion Referenced Competency Test (CRCT)**

Grade[: Second]{.underline} Test: [Criterion Referenced Competency
Test]{.underline}

Edition / Publication Date: [2000]{.underline} Publisher: [Measured
Progress]{.underline}

What groups were excluded from testing and how were they assessed?
[None]{.underline}

Number of students in the grade in which the test was administered:
[66]{.underline}

Scores are reported here as: NCEs: \_\_\_ Scaled Scores: \_\_\_
Percentiles: [XX]{.underline}

+-----------------------------+---------+--------+---------+---------+
| Testing Month and Year      | April   | April  | April   | April   |
|                             |         |        |         |         |
|                             | 2002 -  | 200    | 20      | 19      |
|                             | 2003    | 1-2002 | 00-2001 | 99-2000 |
+-----------------------------+---------+--------+---------+---------+
| Number of students tested   | Not     | 66     | Not     | Not     |
+-----------------------------+---------+--------+---------+---------+
| Number of students excluded | Admin   | 1      | Admin   | Admin   |
| (Absent)                    | istered |        | istered | istered |
+-----------------------------+---------+--------+---------+---------+
| Percent of students         |         | 1.5%   |         |         |
| excluded                    |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### SCHOOL SUBTEST SCORES |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 32%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 68%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 43%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or above Excellent       |         | 57%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+

Number of students who took the test: [66]{.underline} What groups were
excluded: [None]{.underline}

Subtest: [Reading]{.underline} \* None or too few to report

<table style="width:100%;">
<colgroup>
<col style="width: 21%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 2002-2002</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>38</td>
<td>28</td>
<td>*</td>
<td>24</td>
<td>*</td>
<td>*</td>
<td>34</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>100%</td>
<td>100%</td>
<td>*</td>
<td>100%</td>
<td>*</td>
<td>*</td>
<td>100%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>0%</td>
<td>0%</td>
<td>*</td>
<td>0%</td>
<td>*</td>
<td>*</td>
<td>0%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>29%</td>
<td>36%</td>
<td>*</td>
<td>38%</td>
<td>*</td>
<td>*</td>
<td>26%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>71%</td>
<td>64%</td>
<td>*</td>
<td>63%</td>
<td>*</td>
<td>*</td>
<td>74%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

Number of students who took the test: [65]{.underline} What groups were
excluded: [None]{.underline}

Subtest: [Mathematics]{.underline} \* None or too few to report

<table style="width:100%;">
<colgroup>
<col style="width: 20%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 2001-2002</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>38</td>
<td>27</td>
<td>*</td>
<td>24</td>
<td>*</td>
<td>*</td>
<td>33</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>100%</td>
<td>98.5%</td>
<td>*</td>
<td>100%</td>
<td>*</td>
<td>*</td>
<td>100%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>0%</td>
<td>0%</td>
<td>*</td>
<td>0%</td>
<td>*</td>
<td>*</td>
<td>0%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>47%</td>
<td>37%</td>
<td>*</td>
<td>63%</td>
<td>*</td>
<td>*</td>
<td>30%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>53%</td>
<td>63%</td>
<td>*</td>
<td>38%</td>
<td>*</td>
<td>*</td>
<td>70%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Criterion Referenced Competency Test (CRCT)**

Grade[: Third]{.underline} Test: [Criterion Referenced Competency
Test]{.underline}

Edition / publication date: 2000 Publisher: [Measured
Progress]{.underline}

What groups were excluded from testing and how were they assessed?
[None]{.underline}

+-----------------------------+---------+--------+---------+---------+
| Testing Month and Year      | April   | April  | April   | April   |
|                             |         |        |         |         |
|                             | 2002 -  | 200    | 20      | 19      |
|                             | 2003    | 1-2002 | 00-2001 | 99-2000 |
+-----------------------------+---------+--------+---------+---------+
| Number of students tested   | Not     | 69     | Not     | Not     |
+-----------------------------+---------+--------+---------+---------+
| Number of students excluded | Admin   | 0      | Admin   | Admin   |
|                             | istered |        | istered | istered |
+-----------------------------+---------+--------+---------+---------+
| Percent of students         |         | 0%     |         |         |
| excluded (Absent)           |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### SCHOOL SUBTEST SCORES |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 28%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 72%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 42%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or above Excellent       |         | 57%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### SYSTEM SUBTEST SCORES |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 47%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 39%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 61%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 18%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### STATE SUBTEST SCORES  |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above proficient      |         | 45%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or above Excellent       |         | 39%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 59%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 23%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+

**Criterion Referenced Competency Test (CRCT)**

Grade[: Third]{.underline} Test: [Criterion Referenced Competency
Test]{.underline}

Edition / Publication Date: [2000]{.underline} Publisher: [Measured
Progress]{.underline}

What groups were excluded from testing and how were they assessed?
[None]{.underline}

Number of students in the grade in which the test was administered:
[69]{.underline}

Scores are reported here as: NCEs: \_\_\_ Scales Scores: \_\_\_
Percentiles: XX

+-----------------------------+---------+--------+---------+---------+
| Testing Month and Year      | April   | April  | April   | April   |
|                             |         |        |         |         |
|                             | 2002 -  | 200    | 20      | 19      |
|                             | 2003    | 1-2002 | 00-2001 | 99-2000 |
+-----------------------------+---------+--------+---------+---------+
| Number of students tested   | Not     | 69     | Not     | Not     |
+-----------------------------+---------+--------+---------+---------+
| Number of students excluded | Admin   | 0      | Admin   | Admin   |
|                             | istered |        | istered | istered |
+-----------------------------+---------+--------+---------+---------+
| Percent of students         |         | 0%     |         |         |
| excluded (Absent)           |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### SCHOOL SUBTEST SCORES |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 28%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         | 72%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         | 100%   |         |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         | 42%    |         |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or above Excellent       |         | 57%    |         |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+

Number of students who took the test: [69]{.underline} What groups were
excluded: [None]{.underline}

Subtest: [Reading]{.underline} \* None or too few to report

<table style="width:100%;">
<colgroup>
<col style="width: 20%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 2001-2002</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>37</td>
<td>32</td>
<td>7</td>
<td>26</td>
<td>*</td>
<td>*</td>
<td>27</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>*</td>
<td>*</td>
<td>100%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td>*</td>
<td>*</td>
<td>0%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>22%</td>
<td>34%</td>
<td>29%</td>
<td>38%</td>
<td>*</td>
<td>*</td>
<td>19%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>78%</td>
<td>66%</td>
<td>71%</td>
<td>62%</td>
<td>*</td>
<td>*</td>
<td>81%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

Number of students who took the test: [69]{.underline} What groups were
excluded: [None]{.underline}

Subtest: [Mathematics]{.underline} \* None or too few to report

<table style="width:100%;">
<colgroup>
<col style="width: 20%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 2001-2002</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>37</td>
<td>32</td>
<td>7</td>
<td>26</td>
<td>*</td>
<td>*</td>
<td>27</td>
<td>7</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>*</td>
<td>*</td>
<td>100%</td>
<td>100%</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>3%</td>
<td>0%</td>
<td>0%</td>
<td>4%</td>
<td>*</td>
<td>*</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>41%</td>
<td>44%</td>
<td>29%</td>
<td>62%</td>
<td>*</td>
<td>*</td>
<td>30%</td>
<td>29%</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>57%</td>
<td>56%</td>
<td>71%</td>
<td>35%</td>
<td>*</td>
<td>*</td>
<td>70%</td>
<td>71%</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Criterion Referenced Competency Test (CRCT)**

Grade[: Fourth]{.underline} Test: [Criterion Referenced Competency
Test]{.underline}

Edition / publication date: 2000 Publisher: [Measured
Progress]{.underline}

What groups were excluded from testing and how were they assessed?
[None]{.underline}

+-----------------------------+---------+--------+---------+---------+
| Testing Month and Year      | April   | April  | April   | April   |
|                             |         |        |         |         |
|                             | 2002 -  | 200    | 20      | 19      |
|                             | 2003    | 1-2002 | 00-2001 | 99-2000 |
+-----------------------------+---------+--------+---------+---------+
| Number of students tested   | 66      | 71     | 74      | 85      |
+-----------------------------+---------+--------+---------+---------+
| Number of students excluded | 0       | 0      | 0       | 1       |
+-----------------------------+---------+--------+---------+---------+
| Percent of students         | 0%      | 0%     | 0%      | 1.1%    |
| excluded (Absent)           |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### SCHOOL SUBTEST SCORES |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      | 100%    | 100%   | 100%    | 100%    |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      | 11%     | 6%     | 38%     | 27%     |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       | 89%     | 94%    | 55%     | 62%     |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet)               | 100%    | 100%   | 100%    | 100%    |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      | 25%     | 46%    | 68%     | 64%     |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or above Excellent       | 75%     | 54%    | 26%     | 32%     |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### SYSTEM SUBTEST SCORES |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      | 100%    | 100%   | 100%    | 100%    |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      | 43%     | 43%    | 43%     | 39%     |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       | 47%     | 26%    | 26%     | 23%     |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      | 100%    | 100%   | 100%    | 100%    |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      | 54%     | 28%    | 48%     | 53%     |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       | 30%     | 9%     | 9%      | 9%      |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### STATE SUBTEST SCORES  |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      | 100%    | 100%   | 100%    | 100%    |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above proficient      | 43%     | 42%    | 37%     | 37%     |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or above Excellent       | 43%     | 32%    | 28%     | 28%     |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      | 100%    | 100%   | 100%    | 100%    |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      | 56%     | 51%    | 51%     | 51%     |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       | 29%     | 12%    | 11%     | 11%     |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+

**Criterion Referenced Competency Test (CRCT)**

Grade[: Fourth]{.underline} Test: [Criterion Referenced Competency
Test]{.underline}

Edition / Publication Date: 2000 Publisher: [Measured
Progress]{.underline}

What groups were excluded from testing and how were they assessed?
[None]{.underline}

Number of students in the grade in which the test was administered:
8[5]{.underline}

Scores are reported here as: NCEs: \_\_\_ Scaled scores: \_\_\_
Percentiles[: XX]{.underline}

+----------------------------+----------+--------+----------+----------+
| Testing Month and Year     | April    | April  | April    | April    |
|                            |          |        |          |          |
|                            | 2002 -   | 200    | 2        | 1        |
|                            | 2003     | 1-2002 | 000-2001 | 999-2000 |
+----------------------------+----------+--------+----------+----------+
| Number of students tested  |          |        |          | 85       |
+----------------------------+----------+--------+----------+----------+
| Number of students         |          |        |          | 0        |
| excluded                   |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| Percent of students        |          |        |          | 0        |
| excluded                   |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| #                          |          |        |          |          |
| #### SCHOOL SUBTEST SCORES |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| Reading                    |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| Did Not Meet, Meets or     |          |        |          | 100%     |
| Exceeds                    |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| At or Above Proficient     |          |        |          | 27%      |
| (Met)                      |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| At or Above Advanced       |          |        |          | 62%      |
| (Exceeds)                  |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| Math                       |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| Did Not Meet, Meets or     |          |        |          | 100%     |
| Exceeds                    |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| At or Above Proficient     |          |        |          | 64%      |
| (Met)                      |          |        |          |          |
+----------------------------+----------+--------+----------+----------+
| At or Above Excellent      |          |        |          | 32%      |
| (Exceeds)                  |          |        |          |          |
+----------------------------+----------+--------+----------+----------+

Number of students who took the test: [85]{.underline} What groups were
excluded: [None]{.underline}

Subtest: [Reading]{.underline} \* None or too few o report

<table style="width:100%;">
<colgroup>
<col style="width: 20%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 1999-2000</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>40</td>
<td>45</td>
<td>5</td>
<td>30</td>
<td>1</td>
<td>1</td>
<td>38</td>
<td>9</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>10%</td>
<td>11%</td>
<td>*</td>
<td>10%</td>
<td>*</td>
<td>*</td>
<td>13%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>23%</td>
<td>31%</td>
<td>*</td>
<td>40%</td>
<td>*</td>
<td>*</td>
<td>16%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>68%</td>
<td>58%</td>
<td>*</td>
<td>50%</td>
<td>*</td>
<td>*</td>
<td>71%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

Number of students who took the test: [84]{.underline} What groups were
excluded: [None]{.underline}

Subtest: [Mathematics]{.underline} \* None or too few to report

<table style="width:100%;">
<colgroup>
<col style="width: 22%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 1999-2000</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>40</td>
<td>44</td>
<td>5</td>
<td>30</td>
<td>1</td>
<td>1</td>
<td>37</td>
<td>9</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>100%</td>
<td>98.8%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>98.4%</td>
<td>100%</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>0%</td>
<td>7%</td>
<td>*</td>
<td>7%</td>
<td>*</td>
<td>*</td>
<td>3%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>60%</td>
<td>68%</td>
<td>*</td>
<td>73%</td>
<td>*</td>
<td>*</td>
<td>57%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>40%</td>
<td>25%</td>
<td>*</td>
<td>20%</td>
<td>*</td>
<td>*</td>
<td>41%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Criterion Referenced Competency Test (CRCT)**

Grade[: Fourth]{.underline} Test: [Criterion Referenced Competency
Test]{.underline}

Edition / Publication Date: [2000]{.underline} Publisher: [Measured
Progress]{.underline}

What groups were excluded from testing and how were they assessed?
[None]{.underline}

Number of students in the grade in which the test was administered:
[74]{.underline}

Scores are reported here as: NCEs: \_\_\_ Scaled scores: \_\_\_
Percentiles: [XX]{.underline}

+-----------------------------+---------+--------+---------+---------+
| Testing Month and Year      | April   | April  | April   | April   |
|                             |         |        |         |         |
|                             | 2002 -  | 200    | 20      | 19      |
|                             | 2003    | 1-2002 | 00-2001 | 99-2000 |
+-----------------------------+---------+--------+---------+---------+
| Number of students tested   |         |        | 74      |         |
+-----------------------------+---------+--------+---------+---------+
| Number of students excluded |         |        | 0       |         |
+-----------------------------+---------+--------+---------+---------+
| Percent of students         |         |        | 0%      |         |
| excluded (Absent)           |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| ##### SCHOOL SUBTEST SCORES |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Reading                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         |        | 100%    |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         |        | 38%     |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Excellent       |         |        | 55%     |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Math                        |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| Did Not Meet, Meets or      |         |        | 100%    |         |
| Exceeds                     |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or Above Proficient      |         |        | 68%     |         |
| (Met)                       |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+
| At or above Excellent       |         |        | 26%     |         |
| (Exceeds)                   |         |        |         |         |
+-----------------------------+---------+--------+---------+---------+

Number of students who took the test: [73]{.underline} What groups were
excluded: [None]{.underline}

Subtest: [Reading]{.underline} \* None or too few to report

<table style="width:100%;">
<colgroup>
<col style="width: 20%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 2000-2001</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>33</td>
<td>40</td>
<td>2</td>
<td>23</td>
<td>1</td>
<td>0</td>
<td>42</td>
<td>6</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>98.1%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>0%</td>
<td>100%</td>
<td>100%</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>6%</td>
<td>11%</td>
<td>*</td>
<td>9%</td>
<td>*</td>
<td>*</td>
<td>5%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>33%</td>
<td>31%</td>
<td>*</td>
<td>43%</td>
<td>*</td>
<td>*</td>
<td>36%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>61%</td>
<td>58%</td>
<td>*</td>
<td>48%</td>
<td>*</td>
<td>*</td>
<td>60%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

Number of students who took the test: [73]{.underline} What groups were
excluded: [None]{.underline}

Subtest: [Mathematics]{.underline} \* None or too few to report

<table style="width:100%;">
<colgroup>
<col style="width: 20%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p>Month / Year</p>
<p>April 2000-2001</p></td>
<td>SG 1</td>
<td>SB 2</td>
<td>SG 3</td>
<td>SG 4</td>
<td>SG 5</td>
<td>SG 6</td>
<td>SG 7</td>
<td>SG 8</td>
<td>SG 9</td>
<td>SG 10</td>
</tr>
<tr class="even">
<td>Number Tested</td>
<td>32</td>
<td>40</td>
<td>2</td>
<td>23</td>
<td>1</td>
<td>0</td>
<td>42</td>
<td>6</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent Tested</td>
<td>94.2%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>0%</td>
<td>100%</td>
<td>100%</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Performance Level</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Did Not Meet</td>
<td>9%</td>
<td>3%</td>
<td>*</td>
<td>9%</td>
<td>*</td>
<td>*</td>
<td>5%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Met</td>
<td>66%</td>
<td>70%</td>
<td>*</td>
<td>74%</td>
<td>*</td>
<td>*</td>
<td>63%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Exceeds</td>
<td>25%</td>
<td>28%</td>
<td>*</td>
<td>17%</td>
<td>*</td>
<td>*</td>
<td>32%</td>
<td>*</td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Free and Reduced Students Data**

**[Stanford Achievement Test -- Ninth Edition (SAT-9)
2000-2001]{.underline}**

  -------------------------- ---------------------- ----------------------
  ***Grade 3***              Total Reading          Total Math

  Students                   19                     19

  Mean                       58%                    68%
  -------------------------- ---------------------- ----------------------

+-------------------------+---------------------+---------------------+
| ## *Grade 5*            | Total Reading       | Total Math          |
+-------------------------+---------------------+---------------------+
| Students                | 18                  | 18                  |
+-------------------------+---------------------+---------------------+
| Mean                    | 70%                 | 67%                 |
+-------------------------+---------------------+---------------------+

**[Iowa Test of Basic Skills (ITBS) 1999-2000]{.underline}**

+-------------------------+---------------------+---------------------+
| ## *Grade 3*            | Total Reading       | Total Math          |
+-------------------------+---------------------+---------------------+
| Students                | 21                  | 21                  |
+-------------------------+---------------------+---------------------+
| Mean                    | 57%                 | 83%                 |
+-------------------------+---------------------+---------------------+

+-------------------------+---------------------+---------------------+
| ## *Grade 5*            | Total Reading       | Total Math          |
+-------------------------+---------------------+---------------------+
| Students                | 16                  | 16                  |
+-------------------------+---------------------+---------------------+
| Mean                    | 73%                 | 81%                 |
+-------------------------+---------------------+---------------------+

**[Iowa Test of Basic Skills (ITBS) 2002-2003]{.underline}**

+-------------------------+---------------------+---------------------+
| # *Grade 3*             | Total Reading       | Total Math          |
+-------------------------+---------------------+---------------------+
| Students                | 13                  | 13                  |
+-------------------------+---------------------+---------------------+
| Mean                    | 69%                 | 75%                 |
+-------------------------+---------------------+---------------------+

+-------------------------+---------------------+---------------------+
| # *Grade 5*             | Total Reading       | Total Math          |
+-------------------------+---------------------+---------------------+
| Students                | 8                   | 8                   |
+-------------------------+---------------------+---------------------+
| Mean                    | 87%                 | 93%                 |
+-------------------------+---------------------+---------------------+

**[Iowa Test of Basic Skills (ITBS) 2003-2004]{.underline}**

+-------------------------+---------------------+---------------------+
| ## *Grade 3*            | Total Reading       | Total Math          |
+-------------------------+---------------------+---------------------+
| Students                | 13                  | 13                  |
+-------------------------+---------------------+---------------------+
| Mean                    | 82%                 | 95%                 |
+-------------------------+---------------------+---------------------+

+-------------------------+---------------------+---------------------+
| ## *Grade 5*            | Total Reading       | Total Math          |
+-------------------------+---------------------+---------------------+
| Students                | 16                  | 16                  |
+-------------------------+---------------------+---------------------+
| Mean                    | 80%                 | 89%                 |
+-------------------------+---------------------+---------------------+