U.S. Department of Education September 2003

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

Name of Principal \_\_\_\_\_\_\_\_\_\_\_\_\_\_[Mr. Brent
Walker]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name \_\_\_\_\_\_\_\_\_\_\_[Westside Elementary
School]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(As it should appear in the official records)

School Mailing Address \_\_\_\_\_[160 N.
Evarts\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

[\_Powell WY 82435-2730 \_]{.underline}

City State Zip Code+3 (9 digits total)

Tel. [(307) 754-5181]{.underline} Fax [(307) 754-0613 \_]{.underline}

Website/URL[\_www.park1.k12.wy.us]{.underline}
<Email_bwalker@park1.k12.wy.us> [\_]{.underline}

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

Date [\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Donald Cravens \_]{.underline}

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

District Name [Park County School District #1]{.underline} Tel. [(307)
754-2215 \_]{.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 [\_]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. David Northrup \_]{.underline}

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 [\_]{.underline}

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

[\*Private Schools: If the information requested is not applicable,
write N/A in the space. \_]{.underline}

**[PART I -- ELIGIBILITY CERTIFICATION]{.underline}**

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

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]{.underline}**
>
> **All data are the most recent year available.**
>
> **DISTRICT** (Questions 1-2 not applicable to private schools)

1\. Number of schools in the district: [\_\_4\_\_]{.underline}
Elementary schools

[\_\_1\_\_]{.underline} Middle Schools

\_\_\_\_\_ Junior high schools

[\_\_1\_\_]{.underline} High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_[6\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$7,980\_\_\_]{.underline}

Average State Per Pupil Expenditure: \_\_\_[\$8,163\_\_\_]{.underline}

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

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

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

4.  [\_20\_\_\_]{.underline} Number of years the principal has been in
    her/his position at this school.

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

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

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 10%" />
<col style="width: 6%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 14%" />
<col style="width: 12%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade</strong></td>
<td><p><strong># of</strong></p>
<p><strong>Males</strong></p></td>
<td colspan="2"><strong># of Females</strong></td>
<td><p><strong>Grade</strong></p>
<p><strong>Total</strong></p></td>
<td></td>
<td><strong>Grade</strong></td>
<td><strong># of Males</strong></td>
<td><strong># of Females</strong></td>
<td><p><strong>Grade</strong></p>
<p><strong>Total</strong></p></td>
</tr>
<tr class="even">
<td><strong>K</strong></td>
<td>18</td>
<td colspan="2">20</td>
<td>38</td>
<td></td>
<td><strong>7</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>1</strong></td>
<td>16</td>
<td colspan="2">15</td>
<td>31</td>
<td></td>
<td><strong>8</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>2</strong></td>
<td>16</td>
<td colspan="2">20</td>
<td>36</td>
<td></td>
<td><strong>9</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>3</strong></td>
<td>12</td>
<td colspan="2">22</td>
<td>34</td>
<td></td>
<td><strong>10</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>4</strong></td>
<td>19</td>
<td colspan="2">21</td>
<td>40</td>
<td></td>
<td><strong>11</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>5</strong></td>
<td>19</td>
<td colspan="2">18</td>
<td>37</td>
<td></td>
<td><strong>12</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>6</strong></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td>Other</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="6"><strong>TOTAL STUDENTS IN THE APPLYING SCHOOL
→</strong></td>
<td>216</td>
</tr>
</tbody>
</table>

6\. Racial/ethnic composition of \_\_[87.96\_]{.underline} % White

the students in the school: \_\_\_\_\_\_\_\_% Black or African American

\_\_[11.57]{.underline}\_ % Hispanic or Latino

\_\_\_\_[.47\_]{.underline} % Asian/Pacific Islander

\_\_\_\_\_\_\_\_ % American Indian/Alaskan Native

**100% Total**

> 7\. Student turnover, or mobility rate, during the past year:
> \_\_[6.94\_\_\_]{.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.)

+-------+---------------------------------------+-----------------------+
| **    | Number of students who                | 8                     |
| (1)** |                                       |                       |
|       | transferred ***to*** the school       |                       |
|       |                                       |                       |
|       | after October 1 until the             |                       |
|       |                                       |                       |
|       | end of the year.                      |                       |
+-------+---------------------------------------+-----------------------+
| **    | Number of students who                | 7                     |
| (2)** |                                       |                       |
|       | transferred ***from*** the            |                       |
|       |                                       |                       |
|       | school after October 1                |                       |
|       |                                       |                       |
|       | until the end of the year.            |                       |
+-------+---------------------------------------+-----------------------+
| **    | Subtotal of all                       | 15                    |
| (3)** |                                       |                       |
|       | transferred students \[sum            |                       |
|       |                                       |                       |
|       | of rows (1) and (2)\]                 |                       |
+-------+---------------------------------------+-----------------------+
| **    | Total number of students              | 216                   |
| (4)** |                                       |                       |
|       | in the school as of                   |                       |
|       |                                       |                       |
|       | October 1                             |                       |
+-------+---------------------------------------+-----------------------+
| **    | Subtotal in row (3)                   | .0694                 |
| (5)** |                                       |                       |
|       | divided by total in row               |                       |
|       |                                       |                       |
|       | \(4\)                                 |                       |
+-------+---------------------------------------+-----------------------+
| **    | Amount in row (5)                     | 6.94                  |
| (6)** |                                       |                       |
|       | multiplied by 100                     |                       |
+-------+---------------------------------------+-----------------------+

8\. Limited English Proficient students in the school:
[\_\_2.3\_\_]{.underline}%

\_\_[5\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_1\_\_]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_[35.1\_\_]{.underline}%

\_\_[76\_\_\_]{.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:
[\_\_\_12.96\_\_]{.underline}%

[\_\_\_28\_\_\_\_]{.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.

[\_\_2\_\_]{.underline}Autism [\_\_\_\_\_]{.underline}Orthopedic
Impairment

\_\_\_\_\_Deafness \_\_[1]{.underline}\_\_Other Health Impaired

\_\_\_\_\_Deaf-Blindness \_\_[7\_\_]{.underline}Specific Learning
Disability

[\_\_1\_\_]{.underline}Hearing Impairment [\_\_12\_]{.underline}Speech
or Language Impairment

[\_\_5\_\_]{.underline}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) [\_\_\_1\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_[11\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[3\_\_\_\_]{.underline}
[\_\_\_\_3\_\_\_]{.underline}

Paraprofessionals [\_\_\_5\_\_\_\_]{.underline}
[\_\_\_\_7\_\_\_]{.underline}

Support Staff [\_\_\_2\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Total number \_\_[22\_\_\_\_]{.underline} [\_\_\_10\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_\_19.6\_\_]{.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       95.3%       95.5%       96 %        85 %        96 %
  attendance                                                          

  Daily teacher       92 %        94 %        94 %        93 %        \--
  attendance                                                          

  Teacher turnover    9 %         9 %         9 %         0           0
  rate                                                                

  Student dropout     0           0           0           0           0
  rate                                                                

  Student drop-off    0           0           0           0           0
  rate                                                                
  ------------------- ----------- ----------- ----------- ----------- -----------

**Part III -- Summary --Provide a brief, coherent narrative snapshot of
the school in one page. Include at least a summary of the school's
mission or vision in the statement.**

Westside Elementary School in Powell, Wyoming is a rural school located
in Park County in the Northwest corner of Wyoming. Powell has three
elementary schools, a middle (6-8 grades) school and one high school. In
addition to the public schools, there is Northwest College, a two year
college, Headstart, Child Development Services, and a Migrant program.
This is primarily a farming/ranch community.

Westside has 221 students in grades K-5. Kindergarten is a ½ day,
everyday program. Westside is a targeted assistance Title I school with
39.6% of its students qualifying for free and/or reduced lunch.

The Westside motto, "Westside is the BEST in the West", where BEST
means, "Better Equipped Students for Tomorrow" supports our mission. "In
a safe, orderly, and positive environment, where learning is valued and
differences are accepted, each child will achieve mastery of district
standards and will develop and progress intellectually, socially,
emotionally and physically as an individual.

The motto and mission are accepted as part of our culture by the staff,
the parents, and the students. Our highly qualified staff uses data to
monitor and adjust teaching so all students meet district standards.

Westside is on its third - 7 year cycle of North Central Accreditation.
This cycle the staff is focusing on three goals:

1\. Students will improve in writing across the curriculum

2\. Students will demonstrate "competence" in the general skills and
strategies for reading

a variety of literacy texts and informational texts.

3\. Students will improve in solving application problems including
extended and

constructed response problems.

The Westside staff believes that all students can learn, given time. To
that end, the staff employs a number of programs aimed at giving
students the time they need. Students can attend our before school
program, noon tutor program, Title I, after school study program, after
school tutor program, and/or summer school.

To help further meet the needs of all students the staff developed the
flexible action grouping program. At the start of the 2000 school year
we started assessing students at each grade level in reading and math
using the computerized testing system, JCAT from Compass Learning.
Through those results we could quickly identify, at each grade level,
those skills a student knew or did not know. The school day was
reorganized. Each grade level was given a unique 30 minute period in the
morning for reading and another 30 minute period in the afternoon for
math. Teams were formed at each grade level. Each team consisted of two
classroom teachers, a Title I teacher, a Special Education teacher and
at times an aide. The rest of the day was used for whole group
instruction in the core academic areas.

Using the test results, the team would get together for ½ day (I would
provide substitutes) and develop lesson plans for the next 4-5 weeks for
the 30 minute reading block and the 30 minute math block. Students are
put into groups based on the identified skills in which they need
remediation. After the 4-5 week cycle, the teams meet again and regroup
the students for the next set of skills. The first two years, the
flexible action groups focused mainly on the remediation of skills. The
third year, this changed because many of the students did not require
remediation. Last year, at each grade level, at least two of the 4 to 5
groups changed from remediation to enrichment. The enrichment groups
focused on the application of skills.

**Part IV-I. School Assessment Results -- Describe in one page the
meaning of the school's assessment results in reading and mathematics in
such a way that someone not intimately familiar with the tests can
easily understand them.**

Every March the Wyoming Comprehensive Assessment System (WyCAS) which is
based on Wyoming reading and math standards, is given to every 4^th^,
8^th^, and 11^th^ grade student in Wyoming.

The WyCAS assessment has two parts: The standards based assessment
developed specifically for Wyoming and the norm-referral CTBS Terra Nova
assessment. The standards-based assessment includes four types of
items: 1. Multiple choice items with four possible responses, 2.
Constructed response items requiring a more extended response (full
page), 3. Extended response questions which require a more in-depth
solution to a problem, and 4. Writing prompts to measure a student's
ability to communicate in written form. The Terra Nova has multiple
choice items only. The entire assessment takes approximately nine hours.

Individual scores from the WyCAS are reported to parents and students.
There are four categories for the scaled scores: novice, partially
proficient, proficient, and advanced.

All Westside fourth graders have taken the WyCAS since it was first
administered in March 1999.

The Westside results of the WyCAS Reading performance show that the
number of students scoring in the proficient and advanced range has
increased every year with a plateau in 2003. In 2003 the state average
for proficient and above was 34% while Westside was 71%.

The Westside results for the WyCAS Math shows continued improvement each
year. In 2003, Westside had 80% of the fourth grade students proficient
or advanced while the state average was 37%.

The Westside results for the WyCAS writing show improvement each year.
In 2003, 65% of Westside's 4^th^ graders were proficient or advanced
while the state average was 37%.

WyCAS disaggregated data is included for gender and free or reduced
lunch indicating the percentage of students scoring proficient or
advanced. Our ethnic/racial groups comprise less than 10% of the student
body and are not considered statistically significant. The gender
subgroup for 2003 shows that females at Westside score higher than males
in reading (75% vs. 65%) and higher than males in math (85% vs. 82%).

The Soc/Eco sub group for 2003 shows that free/reduce score lower in
reading and math then non-free/reduced students (45% vs. 81% in reading
and 73% vs. 88%). At fourth grade level the free and reduced population
only makes up 30 % of the total group. The scores of one or two
individuals made a large impact on the total score.

The national percentile rank of the medium student scores in reading and
mathematics on the Terra Nova test are reported. National percentile
ranks range from 1 to 99. Results for the Terra Nova are repeated for
the same disaggregated groups as WyCAS.

Westside Mean Reading National Percentile Rank: 78%tile

Reading Female: 81%tile Reading Male: 75%tile

Reading Free or Reduced: 53%tile Reading Non Free or Reduced: 85 %tile

Westside Mean Math National Percentile Rank: 85%tile

Math Female: 83%tile Math Male: 86%tile

Math Free or Reduced: 81%tile Math Non Free or Reduced: 85%tile

**Part IV-2. How Westside Uses Assessment Data -- Show in one-half page
how the school uses assessment data to understand and improve student
and school performance.**

The use of assessment data by staff is an integral part of Westside's
success. This concept begins with kindergarten being assessed for
reading readiness. Those that are not ready are put into a ½ day
kindergarten, ½ day Kinderboost program.

Westside staff differentiates instruction based on formative and
summative assessment data. On-going assessment data is provided by
technology from computerized assessment programs like STAR Math, STAR
Reading, STAR Early Literacy, Lexia Quick Reading Test, Accelerated
Reading, and Jostens. The data is used to plan for remediation and
enrichment for individual students and groups of students.

The Terra Nova results allow us to monitor how our students are
progressing compared to national norms. The WyCAS results allow us to
monitor our progress against Wyoming norms. Results of these tests, as
well as other information, are used by staff to evaluate and improve
educational programs to help all students be proficient at mastery of
district standards.

Assessment data from all sources is used by the Westside school
improvement committee to develop and monitor our building improvement
goals.

The principal closely monitors the assessment data to ensure alignment
across grade levels and that all students are making progress.

Assessment data is used by the building intervention team to determine
additional interventions for students not mastering standards.

Progress reports and accelerated reader reports help keep parents well
informed about the progress of the students as well as the success of
the curriculum being taught.

**Part IV-3. How Do We Communicate Student Performance -- Describe in
one-half page how the school communicates student performance, including
assessment data, to parents, students, and the community.**

Westside staff communicates student performance to students, parents and
community in a variety of ways to help meet the diverse needs of our
students. Each school year two formal parent - teacher conferences are
held with parents to discuss student performance. Report cards and
standards reports are sent home once every nine weeks. Individual test
results from the Terra Nova and WyCAS testing are sent home each fall.
Parent reports from STAR Math, STAR Reading, and the Accelerated Reading
program and student discipline referrals are sent home with the report
cards.

Shortly after school starts in the fall we hold an open house for
parents and students. Parents receive a Westside handbook at the open
house, outlining the procedures and expectations for Westside students.
They also receive syllabi from their child's teacher outlining the
standards, discipline, major activities, and projects for the school
year.

At least once a month every teacher sends home a room newsletter
outlining the main objectives for the next month. The principal sends
home a weekly newsletter hi-lighting the school's activities, student
involvement and accomplishments. The school report card is sent out in
November in the newsletter. The report card is also available on the
Wyoming Educational Web site. The Powell Tribune also prints a copy of
the school report.

Monthly parent organization meetings and a monthly newsletter are used
to keep parents involved with the school and to provide them with
on-going information about student success. Phone calls and letters are
used to contact parents when a student is starting to have problems
mastering the standards.

**Part IV-4. How Westside will share its success with other schools.**

Westside staff is already sharing our reading and flexible action
grouping programs with other schools and districts through district,
state and national conferences. We will enthusiastically continue to do
so as a Blue Ribbon school.

Our Blue Ribbon status will be shared through a power point presentation
with the school board and with Westside parents during the annual back
to school night.

The reasons for our designation as a Blue Ribbon School, including the
programs and strategies for increasing student success and advancement
for all students will be incorporated into the Westside handbook for
parents. We are eager to share how we help students not only achieve at
a proficient level but support their move into the advanced levels of
performance.

**Part V-1. Schools Curriculum -- Describe in one page the school's
curriculum. Outline in several sentences the core of each curriculum
area and show how all students are engaged with significant content
based on high standards.**

The desired outcome of the curriculum at Westside Elementary is for all
students to become proficient or advanced on state assessments. We have
thoughtfully aligned our district and building standards to Wyoming's
adopted standards in all curricular areas. Curriculum development is an
ongoing process driven by the collection of assessment data. Standards
and assessments have been developed for each curriculum area at each
grade level.

The staff at Westside believes that all students can become proficient
at meeting or exceeding the standards. Using our North Central Process
and research based programs we match programs, materials, and time to
the individual students.

Our language arts/reading program is based on a Balanced Literacy
Approach. It includes the following components: Horizons Reading, Guided
Reading, Accelerated Reader, computer assisted instruction, Lexia
phonics, Junior Great Books, Trade Books, a self developed spelling
program tried to our phonics program and the 6-Traits of Writing
program.

Our math curriculum is based on precision teaching of the basic facts
then lots of application through constructed response problems and
extended response problems. We also teach a set of standards from the
National Mathematic Board that is tied to acquiring basic skills in
algebra, geometry, measurement, and statistics. Computer assisted
instruction is an integral part of our instruction.

Science is based on adopted standards. All the grade levels utilize
non-fiction trade books tied to standards. Additional resources like
National Geographic for Kids, Weekly Reader, and a variety of science
books and materials are used to make the standards more current.

The social studies curriculum is aligned to state standards. Time for
Kids, Weekly Reader, Scholastic, and the text, *Wyoming History*, are
used to help meet standards. Non-fiction trade books tied to the Social
Studies standards are required reading at each grade level.

Foreign language utilizing the Northern Arizona program, *Elementary
Spanish*, is currently used K-2 and will be added to grades 3-5 over the
next 3 years.

Using flexible action grouping teachers are able to differentiate the
languages arts and math curriculum to better meet the needs of all
students. The grouping allows for remediation and enrichment. Our
after-school enrichment classes, student council and student newspaper
allow for additional enrichment.

**Part V-2. Reading Curriculum -- describe in one-half page the school's
reading curriculum, including a description of why the school chose this
particular approach to reading.**

Following the philosophy that one size does not fit all, Westside's
reading curriculum is based on a Balanced Literacy Approach. This
approach includes the four essential components: Guided Reading, Phonics
and Word Study, Writing (Six Traits) and Self Selected Reading
(Accelerated Reading Program) which is guided by the use of computer
generated assessment data. It is also supplemented by a strong home
component for practice reading.

The strong phonics based program at kindergarten through third grade
changes to a strong literacy approach focusing on building context,
interpreting, synthesizing and evaluating using fiction and non-fiction
trade books at the 3^rd^, 4^th^ and 5^th^ grades. The computer based
Lexia Phonics based reading program is used to remediate students
requiring remediation in phonics. The Computer Curriculum Corporation
program is used to enrich and provide practice in reading. The
Accelerated Reading program provides additional practice in reading.

Student's independent reading is closely monitored by the teacher
through the Accelerated Reading program reading logs and computerized
reports. The Accelerated Reading program gives the teacher up to the
minute data on how well the students comprehend what they are reading.
Assessment data from the computerized STAR reading assessment, the Early
Literacy Assessment and the Lexia Quick reading test is used to put
students into flexible action groups for providing remediation and
enrichment.

**Part V-3 Other Curriculum -- Math**

Westside School's North Central Math goal is, "Students will improve in
solving application problems including extended and constructed response
problems". A solid foundation of skills is built utilizing a hands-on
approach, precision teaching, whole group and small group instruction
and computerized instruction to insure proficiency on skills. Once a
skill is mastered, students are required to practice the skill
through-out the year.

The applications of those skills are developed in hands-on
cross-curriculum activities, real-life activities, and the use of
technology. Each teacher stresses the 10 basic strategies for solving a
math problem. Strategies for solving constructed and extended response
problems are developed at each grade level. There is a clear focus on
mastery of the basic facts then utilizing the facts to solve higher
level word problems. Using a set of extended standards aligned to
standards from the National Council of Teachers of Mathematics students
at all levels are taught skills from algebra, geometry, measurement and
statistics.

Assessment data from STAR math is used to put students into flexible
action groups for remediation and/or enrichment.

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

The Westside staff utilizes a variety of instructional strategies to
enhance student learning. Precision teaching, direct instruction,
guided-whole group instruction, hands-on activities, peer tutoring,
games, and TESA are used to meet student needs.

Remediation and enrichment take place during the daily 30 minute reading
block and 30 minute math block dedicated to flexible action grouping.
Four to five teachers divide grade level (35-42) students into
instructional groups based on assessment data. The groups are reformed
every 4-5 weeks based on assessment data. Direct instruction, precision
teaching, and hands-on activities are important techniques used at this
time.

Time is an important element of instruction, by utilizing computerized
assessment data and teacher generated assessment data the staff is able
to focus on what a student does not know and not waste time teaching
what he/she already knows. Through our careful alignment to standards
and essential skills (phonics and math facts) we keep the instruction
focused on what is really important. The use of our flexible grouping
allows for remediation and enrichment. A strong at-risk program helps
ensure all students become proficient in reading and math.

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

Westside's professional development plan encompasses district, building
and individual goals. Data assessment is used at each level to identify
specific areas for implementation or improvement.

District level staff development tends to relate to major implementation
programs across the district. Building level staff development is tied
to Westside's North Central Accreditation goals in reading, math, and
writing. Individual staff development is tied to expanding current
instructional skills and strengthening weakness identified through
analysis of assessment data and evaluation.

Our staff development activities are on-going. We receive initial
training, often having "trainers" trained at the building level. We then
participate in follow-up training with on-site consultants and/or staff.

Grade level teachers have a daily 30 minute common planning time to
facilitate the exchange of techniques, ideas and materials. In addition,
every 4-5 weeks the action teams have a ½ day to plan, share and reflect
on ways to meet the needs of all students.

The district calendar provides 10 staff development days per year, six
for district level and four for building level. In addition, individual
and groups of teachers are encouraged to attend conferences and specific
trainings throughout the year.

New ideas, techniques, and program overviews are shared at weekly staff
meetings.

**STATE CRITERION‑REFERENCED TESTS**

**READING**

> Grade ‑ 4 Test ‑ WyCAS
>
> Edition/publication year ‑ 1999 ‑ 2003 Publisher: Measured Progress
>
> (The test is revised and changed each year, so this is why there is a
> different edition each year.)
>
> What groups were excluded from testing? No groups were excluded. All
> students were included in the tests.
>
> **MATH**
>
> Grade ‑ 4 - Test ‑ WyCAS
>
> Edition/publication year \_1999 ‑ 2003 Publisher: Measured Progress
>
> (The test is revised and changed each year, so this is why there is a
> different publication each year.)
>
> No groups were excluded from testing. All students were included.
>
> Explanation of the standards for basic, proficient, and advanced, and
> what the test results mean.
>
> **TESTS**
>
> The Wyoming Comprehensive Assessment System (WyCAS) tests are designed
> to measure how well students are learning the Wyoming Content and
> Performance Standards. These standards, which were written by Wyoming
> educators and citizens, describe what students should know and be able
> to do in each content area at specific grade levels. Scores on each of
> these standards‑based assessments range from 200 to 280. For reading,
> writing, and mathematics, scores below 220 indicate Novice‑level
> performance and scores from 220 to 239 indicate **Partially
> Proficient** ‑level performance. In reading, scores from 240 to 258
> indicate **Proficient‑level** performance and scores greater than 258
> indicate Advanced‑level performance. In writing, scores from 240 to
> 262 indicate **Proficient‑level** performance and scores greater than
> 262 indicate Advanced‑level performance. In mathematics, scores from
> 240 to 256 indicate **Proficient‑level** performance and scores
> greater than 256 indicate Advanced‑level performance.
>
> Because any single test consists of only a sample of all the possible
> questions that might be asked, the score achieved by a child could
> vary if he/she were asked a different sample of questions. Similarly,
> a variety of other factors such as motivational level, misreading a
> question, or guessing a correct answer could all affect the score that
> a child might receive. The range of probable scores, represented in
> the description above, depicts the range of score a child might
> receive if he/she were to take many tests with questions like those on
> a particular year\'s test. The year 2003 is the fifth year that the
> WyCAS was administered. It was designed primarily to serve as a tool
> for school improvement. Wyoming citizens asked for and the Legislature
> and the Wyoming Supreme Court required an assessment system tied to
> the Wyoming Content and Performance Standards. This is an assessment
> system that provides uniform information for all schools and districts
> in reading, writing, and mathematics.
>
> The standards‑based portion is the primary focus of WyCAS and is
> designed to measure student progress in meeting these standards. In
> addition to the WyCAS the norm‑referenced test, Terra Nova, allows
> parents to compare the student\'s and school\'s performance to that of
> students and schools across the country. Schools, districts, and the
> state will use the results along with other measures to determine
> strengths and weaknesses in the Wyoming educational system, and to set
> improvement goals.

  --------------------- -- ----------- -- ----------- ---- ----------- ------- -- ----------- -----------
  **State Criterion -                                                                         
  Referenced Test**                                                                           

                                                                                              

  **WyCAS Reading**                                                                           

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

  Testing month            March          March            March                  March       March

  **SCHOOL SCORES**                                                                            

  \% At or Above Basic     97             97               91                     88          97

  \% At or Above           70             72               66                     53          56
  Proficient                                                                                  

  \% At Advanced           41             46               34                     21          16

  Number of students       37             39               44                     43          45
  tested                                                                                      

  Percent of total         100            100              100                    98          96
  students tested                                                                             

  Number of students       0              0                0                      1           2
  excluded                                                                                    

  Percent of students      0              0                0                      2           4
  excluded                                                                                    

                                                                                               

  SUBGROUP SCORES                                                                              

  1\. Male                                                                                     

  \% At or Above Basic     100            95               86                     83          97

  \% At or Above           65             71               64                     59          63
  Proficient                                                                                  

  \% At Advanced           N/A            N/A              N/A                    N/A         N/A

  Number of students       17             21               22                     24          30
  tested                                                                                      

  2\. Female                                                                                   

  \% At or Above Basic     95             100              95                     95          87

  \% At or Above           75             78               73                     79          53
  Proficient                                                                                  

  \% At Advanced           N/A            N/A              N/A                    N/A         N/A

  Number of students       20             18               22                     19          15
  tested                                                                                      

  3\. Free/Reduced                                                                             

  \% At or Above Basic     100            100              81                     67          92

  \% At or Above           45             62               38                     33          23
  Proficient                                                                                  

  \% At Advanced           N/A            N/A              N/A                    N/A         N/A

  Number of students       11             13               16                     6           13
  tested                                                                                      

  4\. Not Free/Reduced                                                                         

  \% At or Above Basic     96             96               96                     92          94

  \% At or Above           81             81               86                     73          75
  Proficient                                                                                  

  \% At Advanced           N/A            N/A              N/A                    N/A         N/A

  Number of students       26             26               28                     37          32
  tested                                                                                      

                                                                                               

  **STATE SCORES**                                                                             

  \% At or Above Basic     82             80               82                     77          83

  State Mean Score                                                                             

  \% At or Above           30             30               32                     27          34
  Proficient                                                                                  

  State Mean Score                                                                             

  \% At Advanced           14             14               13                     11          10

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
  **State Criterion -                                                        
  Referenced Test**                                                          

                                                                             

  **WyCAS Math**                                                             

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

  Testing month              March       March       March       March       March

  **SCHOOL SCORES**                                                           

  \% At or Above Basic       89          95          86          84          87

  \% At or Above Proficient  65          31          43          30          27

  \% At Advanced             19          26          16          21          11

  Number of students tested  37          39          44          43          45

  Percent of total students  100         100         100         98          96
  tested                                                                     

  Number of students         0           0           0           1           2
  excluded                                                                   

  Percent of students        0           0           0           2           4
  excluded                                                                   

                                                                              

  SUBGROUP SCORES                                                             

  1\. Male                                                                    

  \% At or Above Basic       94          90          77          79          93

  \% At or Above Proficient  82          62          64          58          47

  \% At Advanced             N/A         N/A         N/A         N/A         N/A

  Number of students tested  17          21          22          24          30

  2\. Female                                                                  

  \% At or Above Basic       85          100         95          89          73

  \% At or Above Proficient  85          50          55          42          20

  \% At Advanced             N/A         N/A         N/A         N/A         N/A

  Number of students tested  20          18          22          19          15

  3\. Free/Reduced                                                            

  \% At or Above Basic       91          100         75          83          77

  \% At or Above Proficient  73          46          38          33          23

  \% At Advanced             N/A         N/A         N/A         N/A         N/A

  Number of students tested  11          13          16          6           13

  4\. Not Free/Reduced                                                        

  \% At or Above Basic       88          92          93          84          91

  \% At or Above Proficient  88          62          71          54          44

  \% At Advanced             N/A         N/A         N/A         N/A         N/A

  Number of students tested  26          26          28          37          32

                                                                              

  **STATE SCORES**                                                            

  \% At or Above Basic       71          79          70          63          72

  State Mean Score                                                            

  \% At or Above Proficient  26          26          26          22          29

  State Mean Score                                                            

  \% At Advanced             8           7           7           5           6
  -------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [1]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [31]{.underline}

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

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

  ------------------------ ----------- ----------- ----------- ----------- -----------
  **1st Gr. Reading**                                                      

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

  Testing month            March       March       March       March       March

  **SCHOOL SCORES**                                                         

  Total Score              84          90          83.5        85.5        88

  Number of students       31          37          36          34          37
  tested                                                                   

  Percent of total         100         100         100         100         100
  students tested                                                          

  Number of students       0           0           0           0           0
  excluded                                                                 

  Percent of students      0           0           0           0           0
  excluded                                                                 

  **SUBGROUP SCORES**                                                       

  1\. Female               78          91          87          87           

  Number of students       15          18          20          18           
  tested                                                                   

  2\. Male                 93          85          81          81           

  Number of students       16          18          14          16           
  tested                                                                   

  3\. Not Free/Reduced     94          92          87          95           

  Number of students       20          23          18          16           
  tested                                                                   

  4\. Free/Reduced         76          85          82          69           

  Number of students       11          14          18          18           
  tested                                                                   
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   93          94.7        91.5        92.5        83

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [1]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [31]{.underline}

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

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
  **1st Gr. Math**                                                        

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

  Testing month           March       March       March       March       March

  **SCHOOL SCORES**                                                        

  Total Score             96          97          91.3        92.7        83

  Number of students      31          37          36          34          37
  tested                                                                  

  Percent of total        100         100         100         100         100
  students tested                                                         

  Number of students      0           0           0           0           0
  excluded                                                                

  Percent of students     0           0           0           0           0
  excluded                                                                

  **SUBGROUP SCORES**                                                      

  1\. Female              78          95          92          92           

  Number of students      15          18          20          18           
  tested                                                                  

  2\. Male                93          97          91          94           

  Number of students      16          18          14          16           
  tested                                                                  

  3\. Not Free/Reduced    98          98          92          96           

  Number of students      20          23          18          16           
  tested                                                                  

  4\. Free/Reduced        87          87          90          80           

  Number of students      11          14          18          18           
  tested                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   93          94.7        91.5        92.5        83

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [2]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [36]{.underline}

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

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
  **2nd Gr. Reading**                                                     

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

  Testing month           March       March       March       March       March

  **SCHOOL SCORES**                                                        

  Total Score             82.3        83          83          80          79

  Number of students      36          37          37          35          42
  tested                                                                  

  Percent of total        100         100         100         100         100
  students tested                                                         

  Number of students      0           0           0           0           0
  excluded                                                                

  Percent of students     0           0           0           0           0
  excluded                                                                

  **SUBGROUP SCORES**                                                      

  1\. Female              90          88          89          87           

  Number of students      17          22          18          17           
  tested                                                                  

  2\. Male                76          71          80          77           

  Number of students      19          15          19          18           
  tested                                                                  

  3\. Not Free/Reduced    89          90          87          89           

  Number of students      21          16          25          20           
  tested                                                                  

  4\. Free/Reduced        72          75          75          73           

  Number of students      15          21          12          15           
  tested                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   86.5        90          89.7        85          79

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [2]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [36]{.underline}

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

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
  **2nd Gr. Math**                                                        

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

  Testing month           March       March       March       March       March

  **SCHOOL SCORES**                                                        

  Total Score             98          95          97          91          73

  Number of students      36          37          37          35          42
  tested                                                                  

  Percent of total        100         100         100         100         100
  students tested                                                         

  Number of students      0           0           0           0           0
  excluded                                                                

  Percent of students     0           0           0           0           0
  excluded                                                                

  **SUBGROUP SCORES**                                                      

  1\. Female              98          95          97          91           

  Number of students      17          22          18          17           
  tested                                                                  

  2\. Male                97          96          95          90           

  Number of students      19          15          19          18           
  tested                                                                  

  3\. Not Free/Reduced    98          97          97          95           

  Number of students      21          16          25          20           
  tested                                                                  

  4\. Free/Reduced        96          90          93          85           

  Number of students      15          21          12          15           
  tested                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   86.5        90          89.7        85          79

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [3]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [35]{.underline}

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

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
  **3rd Gr. Reading**                                                     

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

  Testing month           March       March       March       March       March

  **SCHOOL SCORES**                                                        

  Total Score             82          88          88          83          80.5

  Number of students      35          33          41          45          43
  tested                                                                  

  Percent of total        100         100         100         100         100
  students tested                                                         

  Number of students      0           0           0           0           0
  excluded                                                                

  Percent of students     0           0           0           0           0
  excluded                                                                

  **SUBGROUP SCORES**                                                      

  1\. Female              82          89          90          85           

  Number of students      23          17          18          21           
  tested                                                                  

  2\. Male                82          85          87          82           

  Number of students      12          15          22          23           
  tested                                                                  

  3\. Not Free/Reduced    88          92          90          93           

  Number of students      18          22          29          30           
  tested                                                                  

  4\. Free/Reduced        79          88          72          64           

  Number of students      17          11          12          15           
  tested                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   78.7        91.4        80.3        85          78.5

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [3]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [35]{.underline}

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

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
  **3rd Gr. Math**                                                        

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

  Testing month           March       March       March       March       March

  **SCHOOL SCORES**                                                        

  Total Score             90          95          88          84          81

  Number of students      35          33          41          45          43
  tested                                                                  

  Percent of total        100         100         100         100         100
  students tested                                                         

  Number of students      0           0           0           0           0
  excluded                                                                

  Percent of students     0           0           0           0           0
  excluded                                                                

  **SUBGROUP SCORES**                                                      

  1\. Female              91          96          91          80           

  Number of students      23          17          18          21           
  tested                                                                  

  2\. Male                88          93          88          89           

  Number of students      12          15          22          23           
  tested                                                                  

  3\. Not Free/Reduced    95          96          89          93           

  Number of students      18          22          29          30           
  tested                                                                  

  4\. Free/Reduced        80          88          88          64           

  Number of students      17          11          12          15           
  tested                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   78.7        91.4        80.3        85          78.5

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [4]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [37]{.underline}

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

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
  **4th Gr. Reading**                                                     

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

  Testing month           March       March       March       March       March

  **SCHOOL SCORES**                                                        

  Total Score             78          81          81          71          66

  Number of students      37          39          44          43          44
  tested                                                                  

  Percent of total        100         100         100         100         100
  students tested                                                         

  Number of students      0           0           0           0           0
  excluded                                                                

  Percent of students     0           0           0           0           0
  excluded                                                                

  **SUBGROUP SCORES**                                                      

  1\. Female              81          82          75          74          61

  Number of students      17          18          22          19          15
  tested                                                                  

  2\. Male                87          81          84          69          71

  Number of students      20          21          22          24          30
  tested                                                                  

  3\. Not Free/Reduced    85          83          86          73          82

  Number of students      26          26          28          37          32
  tested                                                                  

  4\. Free/Reduced        53          67          56          43          44

  Number of students      11          13          16          6           13
  tested                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   50          50          50          50          50

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [4]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [37]{.underline}

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

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
  **4th Gr. Math**                                                        

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

  Testing month           March       March       March       March       March

  **SCHOOL SCORES**                                                        

  Total Score             85          86          75          79          71

  Number of students      37          39          44          43          45
  tested                                                                  

  Percent of total        100         100         100         98          96
  students tested                                                         

  Number of students      0           0           0           1           2
  excluded                                                                

  Percent of students     0           0           0           2           4
  excluded                                                                

  **SUBGROUP SCORES**                                                      

  1\. Female              83          87          71          82          52

  Number of students      17          18          22          19          15
  tested                                                                  

  2\. Male                81          85          75          77          77

  Number of students      20          21          22          24          30
  tested                                                                  

  3\. Not Free/Reduced    85          92          83          82          77

  Number of students      26          26          28          37          32
  tested                                                                  

  4\. Free/Reduced        81          66          48          63          49

  Number of students      11          13          16          6           13
  tested                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   50          50          50          50          50

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [5]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [39]{.underline}

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

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
  **5th Gr. Reading**                                                     

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

  Testing month           March       March       March       March       March

  **SCHOOL SCORES**                                                        

  Total Score             82          74          63          74.5        71

  Number of students      39          46          50          43          49
  tested                                                                  

  Percent of total        100         100         100         100         100
  students tested                                                         

  Number of students      0           0           0           0           0
  excluded                                                                

  Percent of students     0           0           0           0           0
  excluded                                                                

  **SUBGROUP SCORES**                                                      

  1\. Female              82          67          64          56           

  Number of students      20          24          26          17           
  tested                                                                  

  2\. Male                82          82          60          76           

  Number of students      19          22          24          26           
  tested                                                                  

  3\. Not Free/Reduced    85          87          66          78           

  Number of students      26          31          39          32           
  tested                                                                  

  4\. Free/Reduced        74          52          48          36           

  Number of students      12          15          11          11           
  tested                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   81          74.7        66.8        71          61.5

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[Assessments Referenced Against National Norms]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [5]{.underline} Test [CTBS/McGraw Hill -- Terra Nova]{.underline}

Edition/publication year [1996]{.underline} Publisher [McGraw
Hill]{.underline}

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

Number of students who took the test [39]{.underline}

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

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
  **5th Gr. Math**                                                        

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

  Testing month           March       March       March       March       March

  **SCHOOL SCORES**                                                        

  Total Score             88.3        84          69          78          65.5

  Number of students      39          46          50          43          49
  tested                                                                  

  Percent of total        100         100         100         100         100
  students tested                                                         

  Number of students      0           0           0           0           0
  excluded                                                                

  Percent of students     0           0           0           0           0
  excluded                                                                

  **SUBGROUP SCORES**                                                      

  1\. Female              84          81          70          64           

  Number of students      20          24          24          17           
  tested                                                                  

  2\. Male                93          85          68          86           

  Number of students      19          22          26          26           
  tested                                                                  

  3\. Not Free/Reduced    90          87          76          86           

  Number of students      27          31          39          32           
  tested                                                                  

  4\. Free/Reduced        84          51          43          58           

  Number of students      12          15          11          11           
  tested                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

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

  **NATIONAL MEAN SCORE**   81          74.7        66.8        71          61.5

  **NATIONAL STANDARD                                                        
  DEVIATION**                                                               
  ------------------------- ----------- ----------- ----------- ----------- -----------