##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ \] Elementary
\[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Alexis M. Yannich]{.underline}

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

Official School Name [Wiley Canyon Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [24240 La Glorita Circle]{.underline}

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

[Newhall CA 91321-2304\_\_\_\_ \_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Los Angeles]{.underline} State School Code Number[\*
19-64832-6020812\_\_\_\_]{.underline}

Telephone [(661) 291-4030]{.underline} Fax [(661) 291-4031]{.underline}

Web site/URL [http://www.newhall.k12.ca.us/wiley/]{.underline} E-mail
[ayannich@newhall.k12.ca.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Marc Winger]{.underline}

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

District Name [Newhall School District]{.underline} Tel. [(661)
291-4000]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Steve Tannehill]{.underline}

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

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

(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**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: [10]{.underline} Elementary
schools

\_\_\_\_\_ Middle schools

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

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

[10]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7100]{.underline}

Average State Per Pupil Expenditure: [\$6897]{.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
>
> \[ x \] 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.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       53        57                     110          **8**                             

  **1**       47        52                     99           **9**                             

  **2**       56        39                     95           **10**                            

  **3**       71        49                     120          **11**                            

  **4**       45        51                     96           **12**                            

  **5**       53        56                     109          **Other**                         

  **6**       41        64                     105                                            

                                    **TOTAL                                                   734
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [35]{.underline} % White

the school: [1]{.underline} % Black or African American

[58]{.underline} % Hispanic or Latino

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

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

[100]{.underline} **% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      62
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      59
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    121
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 734
                            the school as of October 1  

  **(5)**                   Total transferred students  165
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           17
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [42]{.underline}
%

[308]{.underline} Total Number Limited English Proficient Number of
languages represented: [14\_\_]{.underline}

> Specify languages: English, Spanish, Korean, Filipino, Japanese,
> Arabic, Armenian, Burmese, Farsi, Hebrew, Russian, Thai, Bengali,
> Polish

9\. Students eligible for free/reduced-priced meals: [50]{.underline} %

Total number students who qualify: [367 \_]{.underline}

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

10\. Students receiving special education services: [8]{.underline} %

[59]{.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. Do not add additional categories.

[1]{.underline} Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [10]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance [43]{.underline} Speech or
Language Impairment

[1]{.underline} Hearing Impairment [1]{.underline} Traumatic Brain
Injury

> \_\_\_\_Mental Retardation [1]{.underline} Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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} \_\_\_\_\_\_\_\_

Classroom teachers [30]{.underline}

Special resource teachers/specialists [2]{.underline} [11]{.underline}

Paraprofessionals [11]{.underline}

> Support staff [4]{.underline} [3]{.underline}
>
> Total number [38]{.underline} [25]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [24:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

  Daily teacher attendance   96%         95%         96%         96%         96%

  Teacher turnover rate      7%          8%          9%          15%         12%

  Student dropout rate       \%          \%          \%          \%          \%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Wiley Canyon Elementary School is located in the Santa Clarita Valley, a
suburban area thirty miles north of Los Angeles. Academic excellence and
community involvement are long standing traditions at Wiley Canyon. We
are a four time recipient of the California Distinguished School Award,
the highest honor an elementary school can earn in the state, first
earning the award in 1987 and most recently in 2006. We are a learning
community with heart where children are cherished and families are
valued. A walk through our campus on any day reveals true commitment to
achieve academic, behavioral, and social outcomes for all students.

Our school was built in 1967 and modernized in 2001. Currently 734
students are enrolled in grades kindergarten through sixth grade. Our
campus is also home to one regular education and one special education
preschool program, and a YMCA Child Care Center. The school facility
consists of twenty-five classrooms, fourteen portable classrooms, a
reading lab, a computer lab and a core building housing the
library/media center, multi-purpose room, fine arts room, production
center, community room, and school offices. Our student body is
culturally diverse and serves a largely residential population in the
communities of Newhall and Valencia. Fifty eight percent (58%) of our
student body is Hispanic, 35% Caucasian, 5% Asian, 1% African American,
and 1% multiple ethnicity. The school's English Language Learner/Limited
English Proficient (ELL/LEP) population is 42%. Housing in our community
consists of apartment complexes, mobile home parks, and single family
homes. While there are some expensive and modest homes within our
attendance area, half of our students live well below the poverty level.
Fifty percent of our students qualify for free and reduced lunch.

The school's mission statement and core beliefs were developed by staff,
students, parents, and community members. The Wiley Canyon School
community is committed to providing a safe learning environment that
empowers students to make positive contributions to society. We believe
learning and academic achievement is a partnership among students,
staff, families, and the community. A positive, healthy environment is
promoted by highly qualified staff members who model respect, patience,
and compassion. The curriculum is standards-based and ever changing to
accommodate the needs of our student population. Staff utilizes a
variety of instructional strategies and incorporates technology and the
arts across the curriculum. We believe our intervention and enrichment
opportunities are essential components to a well rounded educational
experience. We also believe students discover an inner passion for
learning by believing in their ability to achieve personal goals while
striving to reach their highest potential. Our mission statement and
core beliefs are posted throughout the school and in each classroom and
used as the foundation for all decision making.

Wiley's staff includes two administrators and thirty full time
credentialed classroom teachers. Seven part-time credentialed teachers
provide instruction in technology, physical education, Gifted and
Talented Education, and Title I programs. Forty percent of our teachers
have ten or more years of experience while thirty percent have five or
less. A part time counselor and a school psychologist serve the school.
Classified support personnel include office staff, a health assistant, a
library/media clerk, a production center coordinator, playground
supervisors, custodians, and cafeteria staff. An indispensable element
in the school's overall success is the large volunteer corps of parents
assisting in the Production Center and classrooms. This resourceful
group of educators, support staff, and parents work together to empower
our school's population and they are committed to providing an ongoing
culture of excellence and acceptance.

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

**1.** **Assessment Results:** The academic success of Wiley Canyon
students is measured on an ongoing basis with multiple measures.
California's Academic Performance Index (API) is based on the
Standardized Testing and Reporting Program (STAR), our state assessment
program. The California Department of Education has determined that an
API score of 800 or above signifies that the school's students are
achieving at high levels. The number is reflective of each school's
overall achievement on the California Standards Test (CST) in
English/Language Arts and Math in grades 2-6, writing in grade 4, and
science in grade 5. The achievement of significant subgroups, including
socioeconomic level, mobility, and parent educational levels are
factored into the API. Schools are also given a similar schools
statewide rank of 1-10 based on the API, with 10 being the highest
decile. [www.cde.ca.gov](http://www.cde.ca.gov/).

Beginning in the 2001-02 school year, Wiley Canyon consistently
demonstrated growth in its API score and every year has been ranked a
"10" in comparison to other schools. In the 2002-03 school year, Wiley
Canyon exceeded the state's target 800 API by receiving a score of 814.
In 2003-04, our school population was profoundly changed due to district
boundary adjustments and the number of English Language Learners and
economically disadvantaged students significantly increased. Yet even
with these new challenges, we again surpassed 800 in the following year
receiving a score of 826 and 840 in the subsequent years.

California Standards Test results are reported in five performance
levels: Advanced, Proficient, Basic, Below Basic, and Far Below Basic.
Students at the proficient level are considered to be meeting state
standards. The progress made is demonstrated by the following summary
results in English Language Arts and Math.

California Standards Test -- English/Language Arts (ELA) & Math (5 years
of data)

-   At all grade levels Wiley Canyon students scored well above the
    state averages.

-   Grade level percentages of all students meeting ELA standards moved
    from a median of 39% to 55% and in Math from 40% to 67%.

-   Grade level percentages of the English Learners subgroup meeting ELA
    standards moved from a median of 12% to 38% and in Math from 12% to
    48%.

-   Grade level percentages of the Economically Disadvantaged subgroup
    meeting ELA standards moved from a median of 24% to 41% and in Math
    from 24% to 54%.

-   Grade level percentages of the English only subgroup meeting ELA
    standards moved from a median of 59% to 71% and in Math from 49% to
    76%.

-   Grade level percentages of the Hispanic subgroup meeting ELA
    standards (4 years of data) moved from a median of 37% 44% and in
    Math from 40% to 67%.

Based on the five years of data, it is evident that Wiley Canyon has
continually moved members of all subgroups toward proficiency in both
English Language Arts and Math.

**2.** **Using Assessment Data:** Disaggregated data from district and
classroom assessments is integrated with data from state testing to
allow teachers and administrators the most complete and detailed view
possible of each student's progress and grade level mastery of
standards. This includes results from STAR, the California English
Language Development Test (CELDT), and Newhall School District formative
and summative English/Language Arts (ELA) and writing evaluations. A
dedicated database program, *Measures Aligned*, allows users to load and
sort local and state assessment data by student and standard. *Measures
Aligned* is used by individual teachers, grade level teams, and
administrators to monitor and analyze assessment results.

At the start of each school year, grade level teams meet to review
assessment data for their current and previous classes. An in depth
analysis of state STAR scores for their current and previous classes
guides teachers in determining best instructional practices as well as
students' strengths and weaknesses. Teachers then collaborate to design
a comprehensive standards-based year long block plan for all curricular
areas. Data is also used by teachers to design an instructional program
which targets individual student needs through small group ELA and
mathematics instruction. In addition, assessment results help identify
students in need of supplemental academic support services such as Title
I Reading Lab, Extended Day, and Intersession.

Systematic use of formative and trimester standards-based assessments in
English Language Arts and Mathematics allow constant data gathering and
analysis to inform instruction through the year.

In the spring, teachers administer state standards-based assessments in
ELA, writing (4^th^ grade), mathematics, and science (5^th^ grade).
Grade level teams meet to review results and determine instructional
strengths and weaknesses. Refinements to instructional programs are
discussed among teams and shared with administrators during Professional
Performance Plan conferences held at the beginning, middle, and end of
the school year. Data is continually used by teachers and administrators
to monitor student progress, develop short-term and long-range planning
and grouping, and configure intervention and support services.

**3.** **Communication of Assessment Results:** Communication of student
performance is vital in ensuring student success at Wiley Canyon and is
a high priority. Once information is disaggregated, it is shared with
stakeholder groups including the School Site Council, the Educational
Foundation, Parent Teacher Association (PTA), parents and community by
means of teacher newsletters, the school's monthly parent newsletter
(The Wiley Times), the school's website, and local newspapers. The
School Accountability Report Card (SARC) is also available on the
internet and in the school office. Each year Wiley Canyon develops a
Single Plan for Student Achievement, a comprehensive plan outlining the
school's mission, core beliefs, and goals for all educational programs
and student progress. Assessment results over time are tracked and
analyzed in the plan. It is reviewed by district level staff, presented
to the NSD Governing Board, and shared with the community.

At the beginning of the year, Wiley Canyon teachers host a Back to
School Night to help parents understand the specific grade level content
standards and expectations for the upcoming school year. Multiple
measures including students' daily work and classroom assessments
throughout the year are used to communicate student performance to
families. Wiley Canyon uses a standards-based report card three times a
year to communicate student progress. At the end of each reporting
period, teachers meet with parents one on one to communicate progress
and goals for each student.

Wiley Canyon works closely with families of special needs students
creating Individual Learning Plans (ILP) for GATE, ELL/LEP, and students
at risk of retention. Parents of special education students meet
annually with the site team to review and develop goals for a child's
Individualized Education Plan (IEP).

The teachers at Wiley Canyon are visible and accessible on campus.
Teachers use email and voicemail daily in their classrooms to
communicate with parents. On any given day you will find parents
volunteering in the classrooms and meeting with teachers after school to
discuss their child's progress.

**4.** **Sharing School Success:** Wiley Canyon regularly shares its
successes with other schools. Fifteen teachers at Wiley Canyon serve on
district committees, including the Curriculum Council, Certificated
Advisory Council, GATE Advisory Council, Title I Advisory Committee,
Textbook Adoption Committee, English/Language Arts Assessment Committee,
Performance Assessment Committee, English Language Learner Advisory
Committee, and the Writing Committee. Teachers regularly attend and
present at district staff development seminars. Wiley Canyon teachers
have been at the forefront, working on the district performance
assessment team and had the opportunity to share how they are making
standards work through engaging performance assessments.

Teachers participate in the Beginning Teacher Support and Assessment
program (BTSA) and serve as Support Providers for beginning teachers at
our site as well as other schools in the district. Support Providers
attend five BTSA academies throughout the year to share successful
practices with surrounding districts' colleagues. Wiley Canyon is
considered to have outstanding master teachers and works closely with
local universities and colleges to provide placement opportunities for
student teachers. Wiley Canyon teachers and administrators welcome other
teachers throughout the district to visit and observe quality
instructional strategies. District and school site administrators
participate in bimonthly Administrative Council meetings to communicate
school accomplishments.

After Wiley Canyon's Academic Performance Index indicated significant
academic growth, leading to the California Distinguished School Award,
the school participated in a California Department of Education survey
describing its best practices. This information is shared statewide.
Additionally, due to successful practices in closing the achievement gap
among significant subgroups, staff was invited to present at the annual
Title I state conference.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** **School Curriculum:** Wiley Canyon provides every student with a
research-based comprehensive core curriculum aligned to state content
standards, frameworks, and assessments which meets and extends students'
needs. Teachers collaborate, articulate, and implement the curriculum
based on best practices to ensure grade-level and district-wide
alignment.

The reading/language arts program utilizes the Houghton Mifflin reading
series, focusing on decoding skills, fluency, and reading comprehension.
The core literature curriculum at all grade levels includes works of
fiction, non-fiction, and poetry focusing attention on human
characteristics, real-life dilemmas, and understanding nature. The
program emphasizes the integration of listening, speaking, vocabulary
development, reading and writing in a meaning-centered context. Hampton
Brown's *Avenues* (grades K-4) and *High Point* (5-6) series have been
implemented for ELL/LEP learners. An uninterrupted, protected block of
time has been established for reading/language arts and core curriculum.

At risk students participate in intervention programs before and after
school. The central objective of these programs is to enable students
who have demonstrated weak comprehension skills to become effective
readers. These programs utilize *Soar to Success*, Project Read, SRA,
and leveled readers with small groups to enhance fluency, vocabulary
development, and reading comprehension. GATE students also benefit from
differentiated small group instruction in the classroom and from a one
hour per week pullout program with a specialist. Teachers integrate
district-adopted GATE curriculum units to help guide and extend lessons
in the classroom.

Wiley Canyon provides ongoing professional development for teachers to
become better skilled at teaching writing. Teachers participate in three
district writing genre trainings on a yearly basis. Teachers continue to
incorporate the *6 + 1 Writing Traits* and utilize resources such as the
*Write Source* writing handbooks, *Four Square Writing*, and Houghton
Mifflin Series writing strategies to address the different writing
genres.

The mathematics program emphasizes instruction in the mastery of number
sense, algebraic functions, geometry, and measurement and statistics.
The adopted Harcourt Brace (grades K-5) and McGraw Hill (grade 6) math
texts are directly correlated to state standards. The Enterprise Math
Assessment program assists teachers in designing instruction and
determining mastery of grade level standards. Students are given weekly
and trimester assessments from Enterprise and the math series chapter
tests to help guide and extend lessons for students at all levels
including GATE.

A Harcourt Brace science series for kindergarten through fifth grade and
Prentice Hall *Science Explorer* for sixth grade provides opportunities
for all students to participate in an activity-based program teaching
the scientific method in earth, life and physical science.

The social studies program is aligned to state standards and uses the
Houghton Mifflin series. It builds historical and geographical
knowledge, development of cultural and democratic understanding, and
knowledge and skills necessary for responsible citizenship. A highlight
of our social studies and science programs are the performance
assessments that incorporate a variety of student produced projects
which reflect mastery of essential skills.

An art specialist provides instructional experiences in Visual and
Performing Arts education, addressing history, appreciation, and
production of various art forms. The art program utilizes the
district-adopted art program *Adventures in Art* focusing on the
critical components of production, aesthetic scanning, cultural
heritage, and critical study. An art gallery is maintained inside the
fine arts room and core building hallways displaying student work.
Students receive classroom music instruction from credentialed teachers
and also have the opportunity to participate in chorus and orchestra.
Physical education is provided by a certificated teacher who provides a
comprehensive foundation for skills and fitness through the Sports, Play
and Active Recreation for Kids (SPARK) program. All teachers at Wiley
Canyon have been trained in SPARK.

Classroom instruction is directly linked to implementation of the
district and site technology plans. Our school plan requires students to
demonstrate mastery of district--defined grade level technology
standards. A credentialed technology resource teacher provides direct
instruction to students and works with teachers to develop their
personal technology skills and ability to integrate technology in their
grade level curriculum.

**2.** **Reading Curriculum:** Wiley Canyon students are provided with a
rigorous standards aligned reading curriculum to foster academic
excellence. The school community is committed to the challenge of
developing literary skills for all learners to meet or exceed the
California and federal standards described in No Child Left Behind.

State approved and district adopted Houghton Mifflin instructional
materials are the core materials used in the reading program. Academic
components include reading, spelling, grammar, and writing conventions.
The series was selected through the district process, which included
publisher presentation, school site and grade level evaluations, parent
evaluations, and piloting.

Students of all abilities read a variety of literature to build fluency,
vocabulary, comprehension, and skills across content areas. A focus on
ELL/LEP students at the site requires that the program includes
materials for English language development, remediation, enrichment and
technology enabling teachers to customize instruction. Students (1-3)
strengthen word attack skills with the addition of the Modern Curriculum
Press *Phonics Series*.

Teachers maximize instruction within the protected block using flexible
groups, differentiated instruction, and a variety of strategies,
activities, and supplemental materials. Parent volunteers, cross age
tutors, literary centers, SRA, Orchard software, Reading A-Z, and an
expanding library enhance the reading program. The district-developed
core literature list identifies classic and contemporary titles linked
to grade level curriculum. The paperback library includes books for a
range of interests and abilities that are effectively used for read
alouds, independent reading, and small group lessons. These carefully
chosen books support both the reading and writing genres specific to
each grade level. Results from ELA monthly formative assessments and
trimester tests monitor progress regularly and drive instruction.

Students needing additional support receive intensive, small group
instruction through the reading lab, ELD, and intervention classes at
their targeted level. Core intervention materials are *Avenues*
(primary) and *High Point* (upper) which feature engaging, visual text
with a focus on language development and grammar with organizational and
study skills.

**3.** **Additional Curriculum Area -- Writing:** We have maintained a
concentrated focus in written expression in order to meet the needs of
our students and fulfill our mission statement. In the last four years,
emphasis has been placed on professional development for teachers to
become skilled in teaching writing to all students. Teachers attend
three district grade level specific writing genre trainings, followed by
three "tune up" meetings. Teachers continue to incorporate the *6 + 1
Writing Traits* and utilize a variety of resources including grade level
specific writing handbooks. All grade levels have daily writing tasks in
a variety of subject areas to reinforce students' writing skills.

Teachers work with students to identify the characteristics of specific
genres and apply that understanding to the writing process. Strategies
to assist English Language Learners, At Risk students, GATE students and
students with special needs are a focus. Teachers help students relate
reading comprehension to written expression. Teachers encourage students
to use correct literary terminology to establish a foundation for
writing applications across all grade levels. Emphasis is placed on
improving student skills to create meaningful, sequential paragraphs
that develop a central idea and demonstrate an understanding of purpose
for writing. The instruction of mechanics, organization, and writing
clear, coherent sentences is emphasized at each grade level.

Following the teaching of specific genres, teachers reconvene to
evaluate student work samples. Formative assessments are given three
times per year and grade level teams collaboratively score the students'
written responses. Grade level teams review students' writing, report
the strengths and weaknesses, and compare these to the previous years'
work. To conclude the process, teachers develop specific class goals for
writing instruction. At the end of the school year, a sample of each
student's writing is placed in his/her cumulative record so that we can
assess progress over time. The clearly defined building of skills at
each grade level and the systematic process of evaluation have resulted
in significant student growth in written expression.

**4.** **Instructional Methods:** At Wiley Canyon a balanced set of
instructional strategies is employed to guide all students to mastery of
state standards. To meet identified student needs and grade level
standards in ELA and math, teachers use whole group instruction,
flexible grouping, cooperative learning clusters, and individual
learning contracts to teach concepts and skills.

All instructional programs incorporate best practices from *Making
Standards Work* and *Effective Teaching Strategies for the
Standards-Based Classroom* presented by the Center for Performance
Assessment. Teachers use a variety of instructional strategies and
modalities to broaden and extend learning of all students within the
context of state standards. Manipulatives, visuals, and Total Physical
Response (TPR), along with flexible grouping and individual learning
contracts are some of the best practices used to differentiate
instruction.

Instruction is compacted by the use of cross-curricular activities and
connecting unit themes. Inquiry based activities such as Know, Want to
Know, and Learned (KWL) charts, science experiments, experiential
activities, and internet searches are used to launch themes across
curricular areas. Student directed learning experiences include
participating in centers, creating rubrics, and completing performance
assessments. Real life experiences to enhance students' learning
experiences include field trips and themed curricular days. Technology
is integrated daily into small group rotations to extend learning.
Orchard Reading/Math software programs instruct students in mastery of
grade level skills. To accelerate learning, teachers pretest students to
establish students' proficiency levels and design appropriate placement
within state-adopted curriculum. Teachers assign standards-based
homework which supports student learning and is modified according to
student proficiency levels.

To support ELL/LEP students, teachers routinely practice Specially
Designed Academic Instruction in English (SDAIE) by labeling classroom
objects, using visual aids, and using TPR. Teachers also incorporate
using the Guided Language Acquisition Design (GLAD) model integrating
music, rhyme, and visual learning modalities to help ELL/LEP students
master content area knowledge and concepts.

**5.** **Professional Development:** Wiley Canyon's Professional
Development Plan is an integral part of the school's Single Plan for
Student Achievement. Goals are aligned with district priorities and
include: shared understanding of *how* students are to demonstrate
mastery of standards, analyzing achievement data to prioritize needs and
plan professional development activities aligned to identified needs,
and assessing the effectiveness of professional development on student
achievement over time, based on performance targets. Teachers, in
collaboration with administrators and external experts, plan and
implement professional development activities. Examples of professional
development that administrators and teachers have participated in are
*6 + 1 Writing Traits*, *Making Standards Work,* ELL/LEP certification,
GLAD, *Measures*, Kate Kinsella's *Improving Literacy,* and Sports,
Play, and Active Recreations for Kids (SPARK!).

Staff development in math has focused on the use of a comprehensive set
of standards-based assessments (*Enterprise*) to inform instruction. The
effectiveness of these efforts was indicated by STAR data showing that
the percentage of students demonstrating proficiency in math increased
from 40**%** in 2002 to 67**%** in 2006.

Results of the NSD Summative Writing Assessment and the STAR Writing
Test (grade 4) indicated a need for program improvement. To address this
need, Wiley Canyon and the district implemented a multi-level writing
program of ongoing professional development for all grade levels.
Analysis of our results indicates an ongoing trend moving students
toward proficiency.

Analysis of spring 2004 STAR science results showed that students
demonstrating proficiency lagged behind other content areas. In
response, a series of staff workshops were developed and presented by a
professional consultant and teacher leader that focused on the state
standards in science. In 2004, 24% of fifth grade students demonstrated
proficiency. In 2006, student achievement rose to 38%.

Professional development in all curricular areas is accomplished through
systematic training followed by coaching, materials purchase (when
necessary) and ongoing evaluation.

**PART VII - ASSESSMENT RESULTS**

**Wiley Canyon School**

**STAR Data for Blue Ribbon School Application**

**English Language Arts**

**Grade 2**

  ------------------------------ ---------- ---------- ---------- ---------- ----------
                                 **Spring   **Spring   **Spring   **Spring   **Spring
                                 2006**     2005**     2004**     2003**     2002**

  Testing Month                  May        May        May        May        May

  **All Students**                                                           

  \% "Proficient" plus           **54**     **45**     **33**     **43**     **41**
  "Advanced"                                                                 

  \% "Advanced"                  23         14         9          18         11

  \# of students tested          121        102        117        145        149

  \% of total students tested    100        100        100        100        94

  \# of students alternatively   0          0          0          0          0
  assessed                                                                   

  \% of students alternatively   0          0          0          0          0
  assessed                                                                   

  **Significant Subgroups**                                                  

  Economically Disadvantaged                                                 

  \% "Proficient" plus           **35**     **39**     **24**     **17**     **19**
  "Advanced"                                                                 

  \% "Advanced"                  9          7          4          5          5

  \# of students tested          57         59         55         58         63

  Hispanic                                                                   

  \% "Proficient" plus           **42**     **40**     **23**     **28**     **NA**
  "Advanced"                                                                 

  \% "Advanced"                  14         4          NA         NA         NA

  \# of students tested          72         56         65         72         NA

  English learners                                                           

  \% "Proficient" plus           **30**     **31**     **18**     **11**     **10**
  "Advanced"                                                                 

  \% "Advanced"                  10         3          4          2          4

  \# of students tested          49         39         50         43         50
  ------------------------------ ---------- ---------- ---------- ---------- ----------

NOTES: (1) "Proficient" is the term used by the California Department of
Education to mean "meeting" the state standards. "Advanced" is the term
used by the California Department of Education to mean "exceeding" the
state standards. (2) The data provided by the California Department of
Education for the state-mandated Standardized Testing and Reporting
(STAR) program for the spring 2003 and spring 2004 administrations did
not include the percent of students scoring at the "Advanced"
performance level separately. (3) No subgroup data was provided by the
California Department of Education for the Hispanic group for the spring
2002 STAR program administration.

![](media/image1.wmf){width="6.496527777777778in"
height="7.374305555555556in"}

**Wiley Canyon School**

**STAR Data for Blue Ribbon School Application**

**English Language Arts**

**Grade 4**

  ----------------------------- ---------- ---------- ---------- ---------- ----------
                                **Spring   **Spring   **Spring   **Spring   **Spring
                                2006**     2005**     2004**     2003**     2002**

  Testing Month                 May        May        May        May        May

  **All Students**                                                          

  \% "Proficient" plus          **58**     **56**     **56**     **56**     **46**
  "Advanced"                                                                

  \% "Advanced"                 25         30         22         23         22

  \# of students tested         111        110        116        120        139

  \% of total students tested   100        100        99         100        97

  \# of students alternatively  0          0          0          0          0
  assessed                                                                  

  \% of students alternatively  0          0          0          0          0
  assessed                                                                  

  **Significant Subgroups**                                                 

  Economically Disadvantaged                                                

  \% "Proficient" plus          **51**     **36**     **36**     **31**     **21**
  "Advanced"                                                                

  \% "Advanced"                 13         14         7          0          7

  \# of students tested         55         51         56         49         44

  Hispanic                                                                  

  \% "Proficient" plus          **49**     **36**     **38**     **36**     **NA**
  "Advanced"                                                                

  \% "Advanced"                 19         13         NA         NA         NA

  \# of students tested         64         53         61         50         NA

  English learners                                                          

  \% "Proficient" plus          **41**     **29**     **22**     **24**     **6**
  "Advanced"                                                                

  \% "Advanced"                 9          6          3          0          0

  \# of students tested         47         35         36         34         32
  ----------------------------- ---------- ---------- ---------- ---------- ----------

NOTES: (1) "Proficient" is the term used by the California Department of
Education to mean "meeting" the state standards. "Advanced" is the term
used by the California Department of Education to mean "exceeding" the
state standards. (2) The data provided by the California Department of
Education for the state-mandated Standardized Testing and Reporting
(STAR) program for the spring 2003 and spring 2004 administrations did
not include the percent of students scoring at the "Advanced"
performance level separately. (3) No subgroup data was provided by the
California Department of Education for the Hispanic group for the spring
2002 STAR program administration.

**Wiley Canyon School**

**STAR Data for Blue Ribbon School Application**

**English Language Arts**

**Grade 5**

  ----------------------------- ---------- ---------- ---------- ---------- ----------
                                **Spring   **Spring   **Spring   **Spring   **Spring
                                2006**     2005**     2004**     2003**     2002**

  Testing Month                 May        May        May        May        May

  **All Students**                                                          

  \% "Proficient" plus          **67**     **61**     **49**     **53**     **43**
  "Advanced"                                                                

  \% "Advanced"                 34         31         27         16         12

  \# of students tested         99         119        115        148        146

  \% of total students tested   100        100        100        100        99

  \# of students alternatively  0          0          0          0          0
  assessed                                                                  

  \% of students alternatively  0          0          0          0          0
  assessed                                                                  

  **Significant Subgroups**                                                 

  Economically Disadvantaged                                                

  \% "Proficient" plus          **44**     **38**     **27**     **33**     **23**
  "Advanced"                                                                

  \% "Advanced"                 11         11         6          9          2

  \# of students tested         46         56         47         58         52

  Hispanic                                                                  

  \% "Proficient" plus          **41**     **46**     **35**     **35**     **NA**
  "Advanced"                                                                

  \% "Advanced"                 10         21         NA         NA         NA

  \# of students tested         49         63         55         74         NA

  English learners                                                          

  \% "Proficient" plus          **19**     **22**     **10**     **15**     **5**
  "Advanced"                                                                

  \% "Advanced"                 4          3          3          0          0

  \# of students tested         26         36         30         41         22
  ----------------------------- ---------- ---------- ---------- ---------- ----------

NOTES: (1) "Proficient" is the term used by the California Department of
Education to mean "meeting" the state standards. "Advanced" is the term
used by the California Department of Education to mean "exceeding" the
state standards. (2) The data provided by the California Department of
Education for the state-mandated Standardized Testing and Reporting
(STAR) program for the spring 2003 and spring 2004 administrations did
not include the percent of students scoring at the "Advanced"
performance level separately. (3) No subgroup data was provided by the
California Department of Education for the Hispanic group for the spring
2002 STAR program administration.

**Wiley Canyon School**

**STAR Data for Blue Ribbon School Application**

**English Language Arts**

**Grade 6**

  ---------------------------- ---------- ---------- ---------- ---------- ----------
                               **Spring   **Spring   **Spring   **Spring   **Spring
                               2006**     2005**     2004**     2003**     2002**

  Testing Month                May        May        May        May        May

  **All Students**                                                         

  \% "Proficient" plus         **57**     **52**     **66**     **65**     **51**
  "Advanced"                                                               

  \% "Advanced"                28         26         25         32         13

  \# of students tested        116        108        102        145        124

  \% of total students tested  100        100        100        100        98

  \# of students alternatively 0          0          0          0          0
  assessed                                                                 

  \% of students alternatively 0          0          0          0          0
  assessed                                                                 

  **Significant Subgroups**                                                

  Economically Disadvantaged                                               

  \% "Proficient" plus         **35**     **18**     **46**     **41**     **27**
  "Advanced"                                                               

  \% "Advanced"                9          10         8          6          6

  \# of students tested        53         40         26         50         34

  Hispanic                                                                 

  \% "Proficient" plus         **43**     **30**     **43**     **55**     **NA**
  "Advanced"                                                               

  \% "Advanced"                13         12         NA         NA         NA

  \# of students tested        63         49         37         56         NA

  English learners                                                         

  \% "Proficient" plus         **19**     **12**     **31**     **15**     **12**
  "Advanced"                                                               

  \% "Advanced"                4          8          0          5          6

  \# of students tested        27         24         13         21         16
  ---------------------------- ---------- ---------- ---------- ---------- ----------

NOTES: (1) "Proficient" is the term used by the California Department of
Education to mean "meeting" the state standards. "Advanced" is the term
used by the California Department of Education to mean "exceeding" the
state standards. (2) The data provided by the California Department of
Education for the state-mandated Standardized Testing and Reporting
(STAR) program for the spring 2003 and spring 2004 administrations did
not include the percent of students scoring at the "Advanced"
performance level separately. (3) No subgroup data was provided by the
California Department of Education for the Hispanic group for the spring
2002 STAR program administration.

**Wiley Canyon School**

**STAR Data for Blue Ribbon School Application**

**Mathematics**

**Grade 2**

  ------------------------------ ---------- ---------- ---------- ---------- ----------
                                 **Spring   **Spring   **Spring   **Spring   **Spring
                                 2006**     2005**     2004**     2003**     2002**

  Testing Month                  May        May        May        May        May

  **All Students**                                                           

  \% "Proficient" plus           **68**     **67**     **47**     **71**     **41**
  "Advanced"                                                                 

  \% "Advanced"                  35         31         16         37         12

  \# of students tested          121        102        117        145        156

  \% of total students tested    100        100        100        100        99

  \# of students alternatively   0          0          0          0          0
  assessed                                                                   

  \% of students alternatively   0          0          0          0          0
  assessed                                                                   

  **Significant Subgroups**                                                  

  Economically Disadvantaged                                                 

  \% "Proficient" plus           **49**     **61**     **35**     **59**     **21**
  "Advanced"                                                                 

  \% "Advanced"                  16         24         13         19         6

  \# of students tested          57         59         55         58         66

  Hispanic                                                                   

  \% "Proficient" plus           **54**     **57**     **37**     **61**     **NA**
  "Advanced"                                                                 

  \% "Advanced"                  21         23         NA         NA         NA

  \# of students tested          72         56         65         72         NA

  English learners                                                           

  \% "Proficient" plus           **53**     **54**     **32**     **49**     **19**
  "Advanced"                                                                 

  \% "Advanced"                  20         18         14         12         6

  \# of students tested          49         39         50         43         52
  ------------------------------ ---------- ---------- ---------- ---------- ----------

NOTES: (1) "Proficient" is the term used by the California Department of
Education to mean "meeting" the state standards. "Advanced" is the term
used by the California Department of Education to mean "exceeding" the
state standards. (2) The data provided by the California Department of
Education for the state-mandated Standardized Testing and Reporting
(STAR) program for the spring 2003 and spring 2004 administrations did
not include the percent of students scoring at the "Advanced"
performance level separately. (3) No subgroup data was provided by the
California Department of Education for the Hispanic group for the spring
2002 STAR program administration.

**Wiley Canyon School**

**STAR Data for Blue Ribbon School Application**

**Mathematics**

**Grade 3**

  ------------------------------ ---------- ---------- ---------- ---------- ----------
                                 **Spring   **Spring   **Spring   **Spring   **Spring
                                 2006**     2005**     2004**     2003**     2002**

  Testing Month                  May        May        May        May        May

  **All Students**                                                           

  \% "Proficient" plus           **85**     **70**     **73**     **57**     **50**
  "Advanced"                                                                 

  \% "Advanced"                  58         32         36         23         15

  \# of students tested          95         111        111        149        130

  \% of total students tested    100        100        100        100        99

  \# of students alternatively   0          0          0          0          0
  assessed                                                                   

  \% of students alternatively   0          0          0          0          0
  assessed                                                                   

  **Significant Subgroups**                                                  

  Economically Disadvantaged                                                 

  \% "Proficient" plus           **80**     **59**     **56**     **42**     **32**
  "Advanced"                                                                 

  \% "Advanced"                  44         27         25         11         2

  \# of students tested          50         56         51         71         47

  Hispanic                                                                   

  \% "Proficient" plus           **80**     **69**     **57**     **44**     **NA**
  "Advanced"                                                                 

  \% "Advanced"                  43         29         NA         NA         NA

  \# of students tested          51         62         56         81         NA

  English learners                                                           

  \% "Proficient" plus           **75**     **62**     **54**     **39**     **25**
  "Advanced"                                                                 

  \% "Advanced"                  34         29         18         10         3

  \# of students tested          41         48         33         51         32
  ------------------------------ ---------- ---------- ---------- ---------- ----------

NOTES: (1) "Proficient" is the term used by the California Department of
Education to mean "meeting" the state standards. "Advanced" is the term
used by the California Department of Education to mean "exceeding" the
state standards. (2) The data provided by the California Department of
Education for the state-mandated Standardized Testing and Reporting
(STAR) program for the spring 2003 and spring 2004 administrations did
not include the percent of students scoring at the "Advanced"
performance level separately. (3) No subgroup data was provided by the
California Department of Education for the Hispanic group for the spring
2002 STAR program administration.

**Wiley Canyon School**

**STAR Data for Blue Ribbon School Application**

**Mathematics**

**Grade 4**

  ------------------------------ ---------- ---------- ---------- ---------- ----------
                                 **Spring   **Spring   **Spring   **Spring   **Spring
                                 2006**     2005**     2004**     2003**     2002**

  Testing Month                  May        May        May        May        May

  **All Students**                                                           

  \% "Proficient" plus           **58**     **63**     **60**     **62**     **32**
  "Advanced"                                                                 

  \% "Advanced"                  29         36         38         24         8

  \# of students tested          111        110        117        120        143

  \% of total students tested    100        100        100        100        99

  \# of students alternatively   0          0          0          0          0
  assessed                                                                   

  \% of students alternatively   0          0          0          0          0
  assessed                                                                   

  **Significant Subgroups**                                                  

  Economically Disadvantaged                                                 

  \% "Proficient" plus           **49**     **55**     **56**     **47**     **18**
  "Advanced"                                                                 

  \% "Advanced"                  25         22         20         6          2

  \# of students tested          55         51         56         49         45

  Hispanic                                                                   

  \% "Proficient" plus           **51**     **55**     **55**     **46**     **NA**
  "Advanced"                                                                 

  \% "Advanced"                  28         23         NA         NA         NA

  \# of students tested          64         53         62         50         NA

  English learners                                                           

  \% "Proficient" plus           **47**     **48**     **50**     **41**     **3**
  "Advanced"                                                                 

  \% "Advanced"                  30         17         19         9          0

  \# of students tested          47         35         36         34         32
  ------------------------------ ---------- ---------- ---------- ---------- ----------

NOTES: (1) "Proficient" is the term used by the California Department of
Education to mean "meeting" the state standards. "Advanced" is the term
used by the California Department of Education to mean "exceeding" the
state standards. (2) The data provided by the California Department of
Education for the state-mandated Standardized Testing and Reporting
(STAR) program for the spring 2003 and spring 2004 administrations did
not include the percent of students scoring at the "Advanced"
performance level separately. (3) No subgroup data was provided by the
California Department of Education for the Hispanic group for the spring
2002 STAR program administration.

**Wiley Canyon School**

**STAR Data for Blue Ribbon School Application**

**Mathematics**

**Grade 5**

  ------------------------------ ---------- ---------- ---------- ---------- ----------
                                 **Spring   **Spring   **Spring   **Spring   **Spring
                                 2006**     2005**     2004**     2003**     2002**

  Testing Month                  May        May        May        May        May

  **All Students**                                                           

  \% "Proficient" plus           **60**     **69**     **42**     **46**     **30**
  "Advanced"                                                                 

  \% "Advanced"                  35         36         19         12         9

  \# of students tested          99         119        115        148        148

  \% of total students tested    100        100        100        100        100

  \# of students alternatively   0          0          0          0          0
  assessed                                                                   

  \% of students alternatively   0          0          0          0          0
  assessed                                                                   

  **Significant Subgroups**                                                  

  Economically Disadvantaged                                                 

  \% "Proficient" plus           **45**     **51**     **21**     **33**     **19**
  "Advanced"                                                                 

  \% "Advanced"                  17         21         4          5          4

  \# of students tested          46         56         47         58         52

  Hispanic                                                                   

  \% "Proficient" plus           **45**     **57**     **29**     **34**     **NA**
  "Advanced"                                                                 

  \% "Advanced"                  16         24         NA         NA         NA

  \# of students tested          49         63         55         74         NA

  English learners                                                           

  \% "Proficient" plus           **35**     **42**     **13**     **22**     **0**
  "Advanced"                                                                 

  \% "Advanced"                  12         17         3          2          0

  \# of students tested          26         36         30         41         22
  ------------------------------ ---------- ---------- ---------- ---------- ----------

NOTES: (1) "Proficient" is the term used by the California Department of
Education to mean "meeting" the state standards. "Advanced" is the term
used by the California Department of Education to mean "exceeding" the
state standards. (2) The data provided by the California Department of
Education for the state-mandated Standardized Testing and Reporting
(STAR) program for the spring 2003 and spring 2004 administrations did
not include the percent of students scoring at the "Advanced"
performance level separately. (3) No subgroup data was provided by the
California Department of Education for the Hispanic group for the spring
2002 STAR program administration.

**Wiley Canyon School**

**STAR Data for Blue Ribbon School Application**

**Mathematics**

**Grade 6**

  ---------------------------- ---------- ---------- ---------- ---------- ----------
                               **Spring   **Spring   **Spring   **Spring   **Spring
                               2006**     2005**     2004**     2003**     2002**

  Testing Month                May        May        May        May        May

  **All Students**                                                         

  \% "Proficient" plus         **62**     **56**     **50**     **61**     **45**
  "Advanced"                                                               

  \% "Advanced"                26         19         21         20         14

  \# of students tested        116        108        102        145        126

  \% of total students tested  100        100        100        100        99

  \# of students alternatively 0          0          0          0          0
  assessed                                                                 

  \% of students alternatively 0          0          0          0          0
  assessed                                                                 

  **Significant Subgroups**                                                

  Economically Disadvantaged                                               

  \% "Proficient" plus         **46**     **41**     **27**     **42**     **29**
  "Advanced"                                                               

  \% "Advanced"                8          3          4          4          6

  \# of students tested        53         40         26         50         35

  Hispanic                                                                 

  \% "Proficient" plus         **51**     **45**     **24**     **57**     **NA**
  "Advanced"                                                               

  \% "Advanced"                13         4          NA         NA         NA

  \# of students tested        63         49         37         56         NA

  English learners                                                         

  \% "Proficient" plus         **30**     **37**     **15**     **29**     **12**
  "Advanced"                                                               

  \% "Advanced"                0          8          0          5          6

  \# of students tested        27         24         13         21         16
  ---------------------------- ---------- ---------- ---------- ---------- ----------

NOTES: (1) "Proficient" is the term used by the California Department of
Education to mean "meeting" the state standards. "Advanced" is the term
used by the California Department of Education to mean "exceeding" the
state standards. (2) The data provided by the California Department of
Education for the state-mandated Standardized Testing and Reporting
(STAR) program for the spring 2003 and spring 2004 administrations did
not include the percent of students scoring at the "Advanced"
performance level separately. (3) No subgroup data was provided by the
California Department of Education for the Hispanic group for the spring
2002 STAR program administration.