##### *REVISED 3/21/05*

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Beverly Tom]{.underline}

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

Official School Name [Alamo Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [100 Wilson
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_[Alamo\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_California\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_94507-1253\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Contra Costa]{.underline} School Code Number\*
[07-618046005060]{.underline}

Telephone [( 925)938-0448 Fax (925) 938-0454]{.underline}

Website/URL <aes@srvusd.k12.ca.us> E-mail
[btom@srvusd.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\* [Mr. Robert Kessler]{.underline}

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

District Name [San Ramon Valley Unified]{.underline} Tel
(925[)552-5500]{.underline}

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

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

Name of School Board

President/Chairperson Mrs. Joan Buchanan

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [18]{.underline} Elementary
schools

[6]{.underline} Middle schools

[0]{.underline} Junior high schools

[3]{.underline} High schools

[2]{.underline} Other

[29]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 6,469.00]{.underline}

Average State Per Pupil Expenditure: [\$ 6,542.21]{.underline}

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

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

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

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

[6]{.underline} 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**       29        22                     **51**       **8**                             

  **1**       24        31                     **55**       **9**                             

  **2**       44        36                     **80**       **10**                            

  **3**       43        37                     **80**       **11**                            

  **4**       35        27                     **62**       **12**                            

  **5**       27        33                     **60**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   388
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [84]{.underline} % White

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

[3]{.underline} % Hispanic or Latino

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

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

**100% 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 [6
%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **16**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **9**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred **25**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **388**
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided **.0645**
                            by total in row (4)         

  **(6)**                   Amount in row (5)           **6.45**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [2]{.underline} %

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

Number of languages represented: [4]{.underline}

Specify languages: Japanese, Mandarin, Spanish, Korean

9\. Students eligible for free/reduced-priced meals: [1]{.underline} %

Total number students who qualify: [3]{.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: [12%]{.underline}

[45]{.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 \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [6]{.underline} Other Health Impaired

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

[1]{.underline} Hearing Impairment [30]{.underline} Speech or Language
Impairment

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

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff (03-04)**

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

Administrator(s) [1]{.underline} \_\_\_

Classroom teachers [13]{.underline} [8]{.underline}

Special resource teachers/specialists [0]{.underline} [4]{.underline}

Paraprofessionals [0]{.underline} [24]{.underline}

> Support staff [3]{.underline} [12]{.underline}
>
> Total number [17]{.underline} [48]{.underline}

12\. Average school student-"classroom teacher" ratio: [22]{.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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  Daily teacher attendance  94%         93%         95%         99%         98%

  Teacher turnover rate     16%         25%         20%         17%         18%

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

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

**PART III ‑ SUMMARY**

*Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.*

Alamo Elementary School's mission is to foster academic excellence in an
atmosphere that promotes leadership, respect for democratic values, and
a desire to achieve one's greatest potential. It is a suburban K-5
school located thirty-five miles east of San Francisco in the San Ramon
Valley Unified School District, serving a student population of 388.
Over the past 25 years the community has changed from rural to suburban
with most parents employed in professional and management positions.
Expectations for student achievement are high, and the community is both
supportive and involved. Alamo ranks as one of the top performing
schools in the district, county, and state as evidenced by Academic
Performance Index (API) scores in the 900s, meeting growth targets each
year.

Our campus provides a safe and enriching learning environment for all
students. Every building is networked to the school and district servers
and the Internet; televisions connect to cable and a school-wide closed
circuit for local broadcasts. Technology is integrated into all areas of
the school from communication to data management to student research and
learning. Partnerships with the community have built a shared
school/community park with extensive play structures, outdoor seating,
worktables, benches, and an amphitheater. The school is a source of
pride for the entire community.

The Alamo staff vests itself in the success of every student, working
long and hard to bring an exemplary standards-based instructional
program and best teaching practices into the classroom. Learning is
enriched through specialized instruction in science, technology, art,
music and physical education, Field trips, assemblies, and community
service activities and events also enhance the curriculum and support
our school vision. Staff collaborates continually to analyze student
data, plan, share ideas, and support one another. Every classroom has a
parent funded paraeducator and volunteers who provide additional
opportunities for individual student support and small group
instruction. A variety of assessment data is used to inform instruction
to meet the needs of all students including at risk, ELL, GATE, and
special needs students. We believe that early intervention is essential
to success. We also model lifelong learning by participating in formal
and informal training opportunities at school and through outreach
professional development sessions. Similar opportunities extend to
support staff and parents. We expect everyone at school to treat each
other with respect, and we work hard to establish a feeling of family
where school members care about and look out for each other.

Our success is the result of a collaborative partnership among staff,
parents, and the community. Parents are valued partners and provide a
critical voice on school committees, logging over 16,000 volunteer hours
last year. They have been involved in the development of standards and
benchmarks in all subject areas and in reviewing student data and
establishing school goals and objectives. Communication is extensive and
ongoing. All teachers send home classroom newsletters. The school sends
home weekly newsletters, monthly PTA newsletters, and triennial Ed Fund
publications. The principal contributes to the community newspaper. All
teachers use email and/or voice mail to connect with each other and with
parents. We maintain a website with links to and from the district
website.

Alamo Elementary School truly is the heart of our community. We believe
that the entire school family -- staff, parents, and community members
-- must make children and their education its highest priority. We
believe that a process focused on standards/ evaluation/ action/
assessment/ and communication enables our school to be a dynamic
institution meeting the needs of a changing student body, community, and
world. This focus allows us to celebrate our successes and identify
areas of need. It gives the school focus and maximizes the return on our
limited resources. It improves learning and outcomes for all students.
It also provides for the renewal of teachers by encouraging
collaboration and sharing best practices. We continually strive to make
Alamo a beacon for others to follow.

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

1.  *Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them. Explain disparities among subgroups. If the school
    participates in the state assessment system, briefly explain the
    state performance levels and the performance level that demonstrates
    meeting the standard. Provide the website where information on the
    state assessment system may be found.*

STAR, California's Standardized Testing and Reporting Program, consists
of the California Standards Tests (CST) and the California Achievement
Test (CAT6). CST are criterion-referenced tests specifically developed
for California public schools and aligned to state-adopted academic
content standards and describe what students should know and be able to
demonstrate at each grade level and subject area tested. CAT6 are the
national norm-referenced tests used to determine how well each
California student is achieving academically compared to a national
sample of students. Additional information on the statewide testing
program can be found at [www.cde.ca.gov](http://www.cde.ca.gov/).\
It is important to note that the national norm-referenced tests changed
in 2002-2003, from the SAT9 to the CAT6. SAT9 was a full battery
assessment and CAT6 is a survey test. For this reason, test scores may
appear lower from 2002 to 2003 in that transition year. Students' scores
are presented in percentiles. CST 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 at
standard.

Our students continue to demonstrate high levels of achievement on the
CAT6/SAT9 with over 80% of students consistently scoring above the
50^th^ National Percentile Rank in Reading, Language, Mathematics, and
Spelling. Likewise, students' high level of performance carries over to
the CST in both Language Arts and Mathematics. For the past 3 years,
over 80% of students were at or above proficient in Language Arts and
83% were at or above proficient in Mathematics. Furthermore, at all
grade levels, Alamo students consistently perform above students
statewide.

In addition, we have met all of our API (Academic Performance Index)
growth targets since the inception of this program in 1999, with a total
growth over the four years of API cycles of 46 points. The API is the
measure of school progress on a scale from 200-1000 with 800 exemplary.
Moreover, we have met all of our Adequate Yearly Progress (AYP) targets.

The staff has been proactively engaged in meeting the needs of our
learning disabled students. Teachers identify students for early
intervention. The number of students at standard is evidence of the
program's success. Of the 31 students in our program last year, 68%
performed at or above proficient in language arts and 74% performed at
or above proficient in mathematics.

There is no significant achievement gap between genders school-wide,
with a 6% gap in Language Arts and a 3% gap in mathematics. Although the
achievement gap is minimal, teachers discuss areas of relative weakness
within content standards to modify and improve instruction. They
continue to use assessment data, both State and District, to inform and
make decisions regarding our programs as a means of reducing any
achievement gaps.

*Show in one-half page (approximately 300 words) how the school uses
assessment data to understand and improve student and school
performance.*

We use multiple indicators to evaluate student success and drive
instruction. Assessment data is also used to evaluate the effectiveness
of our programs and to determine and prioritize site-based action plans.
Before school begins, teachers meet in cross grade level groups to share
strategies that are successful in meeting the needs of students at risk.
Test scores are reviewed and students who are basic or below in Language
Arts and/or Math, as well as those below the 50 percentile on school and
district assessments are targeted for intervention and daily
differentiation. The resource specialist meets with classroom teachers
to review IEP goals for her students. We identify students at risk using
individualized student assessments such as the *Gates-MacGinitie*, *TOPA
(Phonics Survey Test)*, *San Diego Quick* and the *Fall and Spring
District Writes* early in the year. Furthermore, teachers analyze
California Standards Tests and CAT6 results. These are readily available
on the electronic report card system. Classroom assessments and
portfolios provide teachers with additional information on student
progress throughout the year and are used to identify effective teaching
strategies. On-going concerns result in a Student Success Team (SST)
referral. Extended learning activities support students at risk and
those with special needs by giving them opportunities to participate in
sessions outside the school day. Students who need extra help to meet
the standards in reading, writing, and math work in small groups and are
provided with one-on-one intervention at every grade level.

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

During the first PTA and School Site Council meetings, the principal
reviews State Testing Results with parents. Test scores from
standardized tests are sent home to each family and meetings with
teachers/support providers are held upon request by parents. District
Parent Education Nights on understanding test scores are also provided.

Teachers send home corrected work for each student weekly, providing
on-going feedback to parents about their student's progress. All
teachers use the electronic, standards-based report card. All subject
area standards are assessed and reflected on the report card in addition
to social and emotional skills related to citizenship and work habits.
Attendance information on tardies and absences are also reported.
Individual physical fitness scores are available for students in grade 5
based upon the state Fitness Test given in the spring. The report card
is the main tool used for parent/student/teacher conferences, which are
held in November and March. Student-led conferences, where students are
responsible for reporting their progress to parents, are more frequently
held in the upper grades. In addition, teachers communicate assessment
information to parents and each other through email and newsletters.

Families receive information about grade level standards in many ways.
Pamphlets are distributed yearly at Back to School Night outlining grade
level standards and benchmarks. Teachers refer to the standards at two
or more yearly parent conferences. They are posted on the district
website. Teachers meet in grade level groups to highlight the standards
that will be emphasized at each trimester, then use this information to
communicate to parents. Standards are posted in classrooms.

Students use technology for evaluating their own work with AR
(Accelerated Reader). They take AR reading tests to track and monitor
progress and get immediate feedback about their comprehension. Teachers
can analyze the choices students make for reading levels and monitor
their strengths and weaknesses. Students and their parents receive
feedback on individual assignments and projects using standards-based
formal and informal rubrics.

3.  *Describe in one-half page how the school has shared and will
    continue to share its successes with other schools.*

Teachers from Alamo School hold a variety of leadership positions within
the San Ramon Valley Unified School District. These include Math Leader,
Literacy Leader, Math Teacher Trainer, and membership on textbook
adoption committees. Teachers volunteer for positions on district Task
Forces in various subject areas for such projects as developing
curriculum, developing trainings for district-adopted materials, and
writing standards-based electronic report cards. Members of our staff
help identify district anchor papers for scoring student work, and meet
with grade-level and job-alike groups to examine and adapt rubrics and
to align curriculum to state standards. Alamo teachers collaborate with
colleagues across the district to study and implement supplemental
programs such as the New York Reading and Writing Project, Marcy Cook
Math, or various technology applications. Grade level conferences allow
us to network with educators across the county and state. Fifth grade
teachers meet with colleagues from other elementary schools and the
middle schools our students will attend in order to make sure that our
established elementary school standards will prepare our students for
successful future work. Onsite visitations from Kindergarten teachers
around the district are also held. We continuously strive to make Alamo
an example for others to follow. Our success speaks for itself through
our high test scores, positive student outcomes, and tremendous support
from parents and the community.

###### PART V -- CURRICULUM AND INSTRUCTION

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

The Houghton Mifflin Language Arts Program is used throughout the school
to deliver high quality language arts instruction. This program is
aligned to both the District and the State standards and benchmarks.
While the primary focus is on reading instruction, the program includes
a delivery system for spelling, writing, grammar and conventions. All
students receive instruction in Reading/Language Arts as required by the
State: one hour at kindergarten; two and a half hours at grades one
through three; and two hours at the upper elementary grades (grades four
and five). A variety of supplemental programs is used to support the new
adoption. Accelerated Reader (AR) is used at most grade levels to
support reading comprehension. Teacher training and implementation of
the New York Reading and Writing Project is in the early stages. This
program also supports reading comprehension, providing students with the
needed strategies to become proficient readers. Other supplemental
programs include Words Their Way and Zoo Phonics. The San Ramon Valley
Unified School District Core Literature is used at each grade level. The
Core Literature lists are grade level specific, reflecting cultural
diversity, a variety of genres and classic as well as current themes.
Lastly, the Houghton Mifflin Writing Program is supplemented with the
use of Six Traits Writing in most classrooms.

The Harcourt Brace Math Program is used in all classrooms, and like the
Houghton Mifflin Language Arts series is aligned to the State's and
District's standards and benchmarks. This program provides comprehensive
and spiraled instruction for all math strands across the grade levels.
The State mandated instructional minutes for math instruction are
adhered to each day. Supplementary programs are used to enhance student
learning across the grade levels. Strategies from Math Their Way, Marcy
Cook, Rachel MacAnellan and Kathy Richardson are incorporated into daily
lessons as well. Fourth and Fifth grade teachers were recently trained
in *Hands on Algebra* and use this program to supplement the math
series.

The Houghton Mifflin Social Studies Program is used at all grade levels.
It provides a comprehensive and spiraled approach to social studies
instruction. This program is also aligned to the State and District
standards and benchmarks. Community resources are commonly used to
enhance social studies instruction. Parents and other community members
deliver instruction regarding particular areas of expertise. Field trips
and assemblies highlight local and regional flavor within the social
studies curriculum.

A two-pronged approach is used to deliver a high quality science
program. Using the Harcourt Science Program the classroom teachers give
primary science instruction. A certificated Science teacher provides
hands on experiments and activities weekly for students grades, 1-5.
During the course of each year students at every grade level receive
instruction in physical, biological, earth and health sciences. Several
years ago a task force of District health specialists created health
units specific to each grade level. Both the classroom and lab teachers
teach these units annually.

Knowledge of the Arts is highly prized by members of the Alamo
community. The Education Fund provides the monies to employ a vocal
music teacher who meets with all students once a week. In addition, an
instrumental music teacher gives instruction to those students wishing
to learn to play a musical instrument. Her salary is funded through the
School District and by parent donations. Performance art education is
offered to students through an after school parent funded drama class.

An Art Specialist provides instruction for our visual arts program that
aligns to the State's and District's standards and benchmarks. The
students receive instruction and the opportunity to create their own
works in the art room once a week for ten weeks each school year. In
addition, most classroom teachers provide opportunities for children to
"work as artists" on a regular basis. Two grade levels, first and fifth
do extensive studies of famous artists.

The Physical Education curriculum is aligned to State and District
standards and benchmarks. The students receive 100 minutes of Physical
Education instruction each week. A certificated teacher provides this
instruction with assistance from a paraeducator.

Technology education is an integral part of the curriculum. Each week
students receive between 25 and 50 minutes of instruction, depending on
the grade level, in the computer lab. A certificated teacher provides
instruction. The lab teacher coordinates her lessons with the classroom
teachers to ensure that the lessons taught and materials used reflect
appropriate standards and benchmarks.

2\. **(*Elementary Schools)*** *Describe in one-half page the school's
reading curriculum, including a description of why the school chose this
particular approach to reading.*

After a one-year district pilot, the Houghton Mifflin Language Arts
Program was adopted and the K-5 implementation of the reading program
began this year. This program is one of two that was approved by the
State of California for use in elementary classrooms. It is aligned to
the State's and School District's standards and benchmarks. In the
spring of 2004, the Houghton Mifflin Language Arts series was selected
by a vote of all k-5 grade classroom teachers in the San Ramon Valley
Unified School District. This program provides a comprehensive and
spiraled approach to reading instruction. At primary grades instruction
is designed to provide students with strategies to decode words through
the introduction of phonics, sound blending, and word analysis. The
series also provides for the introduction of a host of high frequency
words (words that do not fit regular patterns and rules) at grades K-3.
In addition, grade level curricula include lessons and activities on
comprehension strategies, furnishing students with a means of
understanding what they have read throughout the grades. Upper grade
curricula extend comprehension and introduce strategies that require
higher order thinking skills, such as interpretation and analysis.
Furthermore, the students are introduced to high-quality literature
through the anthologies, which are core to the program at each grade
level.

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

Not only does Alamo Elementary foster academic excellence and a desire
to achieve one's greatest potential, it also endeavors to promote
leadership and a respect for democratic values in all students. This is
best demonstrated in the social sciences. Students study their
community, state, and country meeting rigorous state standards. In
addition, students are given many opportunities to hone their knowledge
with real life experiences, which reinforce their studies. Currently,
the third grade teachers are familiarizing themselves with the newly
created *The San Ramon Valley: Knowing Your Community* binder that was
put together as a collaborative effort by the Museum of San Ramon, the
San Ramon Valley Unified School District, and the Danville and San Ramon
Public Libraries. The binder provides curriculum ideas and materials
regarding the history of the local region from prehistorical times to
the present. This curriculum is aligned to the State and District
standards. The history of the local region is brought to life for third
grade students when they visit the Tassajara One Room School House where
they participate in role-playing activities recreating the life of late
19^th^ century school children. Each year fourth and fifth grade
students attend outdoor education camps, where they meet demanding
physical challenges, demonstrate leadership within their trail groups by
planning activities and encouraging and supporting classmates, and
develop an appreciation and sense of responsibility for the environment.

The Second Step Program, which is currently being implemented K-5,
teaches empathy, impulse control, and anger management. Children discuss
ways to identify the needs of others and develop empathy for friends and
classmates as well as members of the greater society. To reinforce the
lessons learned, first and third grade buddy classes make crafts for the
recipients of Meals on Wheels. The Student Council sponsors food and
coat drives and most recently a tsunami relief effort. Our Kids Helping
Kids Program sponsors Books for the Barrios, a local program which
supplies educational materials for schools in the Philippines, and the
Sister School program, which helps provide books and materials for a
school in a nearby low income community. Creating a caring, socially
conscious community is part of the Alamo vision.

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

Every student, including EL learners, GATE, special education, and
general education students, receive a balanced, interdisciplinary,
standards-based curriculum. The language arts, mathematics,
history-social studies, and science curricula are taught using state
adopted instructional materials. In addition to our highly qualified
classroom teachers, there are certificated specialists for science and
health, vocal music, instrumental music, PE, and technology. Students
also explore art in a five-week, standards-based rotation twice a year.
Informal and formal assessments are used to plan, modify, and
individualize curriculum and instruction. By analyzing assessment data,
teachers are able to identify strengths and weaknesses and make the
modifications needed to improve student learning. Teachers use flexible
groups, scaffolding, and materials that allow for depth and complexity
to differentiate instruction. Paraeducators in every classroom provide
small group and one-on-one instruction based on student need. A reading
intervention specialist supports struggling readers through small group
instruction. Parent volunteers also assist students when appropriate.
Teachers meet in grade levels weekly and in cross grade levels monthly
to collaborate and articulate on teaching methods, intervention
strategies, on-going assessments and next steps. Classroom teachers work
closely with the resource specialist and school psychologist to monitor
and improve students' learning.

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

The teachers at Alamo School continually strive to become the best they
can be. They place a high priority on collegiality and learning. School
site funds are allocated for professional development opportunities that
align with our school goals and mission. Teachers cover the cost
themselves if they see additional workshops as a high priority.

Teachers have attended CORE Literacy Training, The New York Reading and
Writing Project, The Bay Area Writing Project and Six Traits of Writing
Training. Teachers have worked with other professionals in the district
through district committees in Language and Math where district
standards are aligned to purchase materials. Teachers at Alamo are often
looked upon as the experts in district run workshops.

Most of the primary teachers have had extensive Math training; Kathy
Richardson instructional strategies have been used, Math Their Way,
Marcy Cook, Hands on Math and Marilyn Burns workshops have also been
very popular. Many teachers had the opportunity to go to a district
sponsored yearlong session with Rachael MacAnellan, an expert on
teaching math.

All teachers have been trained in the School Board initiated "Prevent
and Protect" Policy aimed at stopping bullying and/or harassing
behavior. Many teachers have attended training at The Museum of
Tolerance, which focused on diversity awareness. The nurse, assigned to
our school once a week, has trained teachers in seizure awareness and
allergic reactions, as well as yearly training on the use of an epipen.

There are weekly grade level and monthly cross grade level meetings
where teachers discuss the pertinent issues of how to meet the standards
and what materials to use. A great deal of sharing occurs between the
teachers; experts help beginning teachers and new teachers share their
newly acquired knowledge with the veterans.

**[NATIONAL NORM-REFERENCE ASSESSMENT]{.underline}**

**Subject:** [Reading]{.underline} **Grades:** [2-5]{.underline}
**Test:** [California Acheivement Test (CAT6 - 2003 & 2004)]{.underline}

[Standford Achievement tests (SAT9 - 2002 & 2001)]{.underline}

**Editions:** [6^th^/9^th^]{.underline} **Publisher:\_**CTB/McGraw-Hill/
Harcourt Inc.

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

> CAT6 SAT9

+--------------------------------+------+------+---+------+------+------+
|                                | *    | *    |   | *    | *    | *    |
|                                | *200 | *200 |   | *200 | *200 | *199 |
|                                | 3-20 | 2-20 |   | 1-20 | 0-20 | 9-20 |
|                                | 04** | 03** |   | 02** | 01** | 00** |
+--------------------------------+------+------+---+------+------+------+
| > ***Testing month***          | *    | *    |   | *    | *    | *    |
|                                | **Ma | **Ma |   | **Ma | **Ma | **Ma |
|                                | y*** | y*** |   | y*** | y*** | y*** |
+--------------------------------+------+------+---+------+------+------+
| > **SCHOOL SCORES IN READING** |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Total Score                  | 82   | 88   |   | 96   | 94   | 88   |
| >                              |      |      |   |      |      |      |
| > \% Scoring at or above       |      |      |   |      |      |      |
| > 50^th^ NPR                   |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 285  | 263  |   | 264  | 288  | 245  |
+--------------------------------+------+------+---+------+------+------+
| > Percent of total students    | 100  | 100  |   | 100  | 100  | 99.5 |
| > tested                       |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students           | 0    | 0    |   | 0    | 0    | 0    |
| > alternatively                |      |      |   |      |      |      |
| >                              |      |      |   |      |      |      |
| > assessed                     |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Percent of students          | 0    | 0    |   | 0    | 0    | 0    |
| > alternatively                |      |      |   |      |      |      |
| >                              |      |      |   |      |      |      |
| > assessed                     |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > \* **SUBGROUP SCORES**       |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| Male                           | 80   | 87   |   | 93   | 92   | N/A  |
|                                |      |      |   |      |      |      |
| \% Scoring at or above 50^th^  |      |      |   |      |      |      |
| NPR                            |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 153  | 138  |   | 138  | 143  | N/A  |
+--------------------------------+------+------+---+------+------+------+
| Female                         | 84   | 89   |   | 99   | 96   | N/A  |
|                                |      |      |   |      |      |      |
| \% Scoring at or above 50^th^  |      |      |   |      |      |      |
| NPR                            |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 132  | 125  |   | 126  | 145  | N/A  |
+--------------------------------+------+------+---+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

+--------------------------------+-------+------+------+------+------+
|                                | **2   | *    | *    | *    | *    |
|                                | 003-2 | *200 | *200 | *200 | *199 |
|                                | 004** | 2-20 | 1-20 | 0-20 | 9-20 |
|                                |       | 03** | 02** | 01** | 00** |
+--------------------------------+-------+------+------+------+------+
| **NATIONAL MEAN SCORE**        | 50    | 50   | 50   | 50   | 50   |
+--------------------------------+-------+------+------+------+------+
| ###                            | 22    | 22   | 22   | 22   | 22   |
| ## NATIONAL STANDARD DEVIATION |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+

*\*Gender is the only significant subgroup*

**[NATIONAL NORM-REFERENCE ASSESSMENT]{.underline}**

**Subject:** [Language Arts]{.underline} **Grades:** [2-5]{.underline}
**Test:** [California Acheivement Test (CAT6 - 2003 & 2004)]{.underline}

[Standford Achievement tests (SAT9 - 2002 & 2001)]{.underline}

**Editions:** [6^th^/9^th^]{.underline} **Publisher:\_**CTB/McGraw-Hill/
Harcourt Inc.

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

> CAT6 SAT9

+--------------------------------+------+------+---+------+------+------+
|                                | *    | *    |   | *    | *    | *    |
|                                | *200 | *200 |   | *200 | *200 | *199 |
|                                | 3-20 | 2-20 |   | 1-20 | 0-20 | 9-20 |
|                                | 04** | 03** |   | 02** | 01** | 00** |
+--------------------------------+------+------+---+------+------+------+
| > ***Testing month***          | *    | *    |   | *    | *    | *    |
|                                | **Ma | **Ma |   | **Ma | **Ma | **Ma |
|                                | y*** | y*** |   | y*** | y*** | y*** |
+--------------------------------+------+------+---+------+------+------+
| ##                             |      |      |   |      |      |      |
| ## SCHOOL SCORES LANGUAGE ARTS |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Total Score                  | 86   | 87   |   | 94   | 90   | 88   |
| >                              |      |      |   |      |      |      |
| > \% Scoring at or above       |      |      |   |      |      |      |
| > 50^th^ NPR                   |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 285  | 263  |   | 264  | 288  | 245  |
+--------------------------------+------+------+---+------+------+------+
| > Percent of total students    | 100  | 100  |   | 100  | 100  | 99.5 |
| > tested                       |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students           | 0    | 0    |   | 0    | 0    | 0    |
| > alternatively                |      |      |   |      |      |      |
| >                              |      |      |   |      |      |      |
| > assessed                     |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Percent of students          | 0    | 0    |   | 0    | 0    | 0    |
| > alternatively                |      |      |   |      |      |      |
| >                              |      |      |   |      |      |      |
| > assessed                     |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > \* **SUBGROUP SCORES**       |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| Male                           | 83   | 86   |   | 90   | 88   | N/A  |
|                                |      |      |   |      |      |      |
| \% Scoring at or above 50^th^  |      |      |   |      |      |      |
| NPR                            |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 153  | 138  |   | 138  | 143  | N/A  |
+--------------------------------+------+------+---+------+------+------+
| Female                         | 89   | 89   |   | 98   | 92   | N/A  |
|                                |      |      |   |      |      |      |
| \% Scoring at or above 50^th^  |      |      |   |      |      |      |
| NPR                            |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 132  | 125  |   | 126  | 145  | N/A  |
+--------------------------------+------+------+---+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

+--------------------------------+-------+------+------+------+------+
|                                | **2   | *    | *    | *    | *    |
|                                | 003-2 | *200 | *200 | *200 | *199 |
|                                | 004** | 2-20 | 1-20 | 0-20 | 9-20 |
|                                |       | 03** | 02** | 01** | 00** |
+--------------------------------+-------+------+------+------+------+
| **NATIONAL MEAN SCORE**        | 50    | 50   | 50   | 50   | 50   |
+--------------------------------+-------+------+------+------+------+
| ###                            | 22    | 22   | 22   | 22   | 22   |
| ## NATIONAL STANDARD DEVIATION |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+

*\*Gender is the only significant subgroup*

**[NATIONAL NORM-REFERENCE ASSESSMENT]{.underline}**

**Subject:** [Mathematics]{.underline} **Grades:** [2-5]{.underline}
**Test:** [California Acheivement Test (CAT6 - 2003 & 2004)]{.underline}

[Standford Achievement tests (SAT9 - 2002 & 2001)]{.underline}

**Editions:** [6^th^/9^th^]{.underline} **Publisher:\_**CTB/McGraw-Hill/
Harcourt Inc.

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

> CAT6 SAT9

+--------------------------------+------+------+---+------+------+------+
|                                | *    | *    |   | *    | *    | *    |
|                                | *200 | *200 |   | *200 | *200 | *199 |
|                                | 3-20 | 2-20 |   | 1-20 | 0-20 | 9-20 |
|                                | 04** | 03** |   | 02** | 01** | 00** |
+--------------------------------+------+------+---+------+------+------+
| > ***Testing month***          | *    | *    |   | *    | *    | *    |
|                                | **Ma | **Ma |   | **Ma | **Ma | **Ma |
|                                | y*** | y*** |   | y*** | y*** | y*** |
+--------------------------------+------+------+---+------+------+------+
| ###                            |      |      |   |      |      |      |
| # SCHOOL SCORES IN MATHEMATICS |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Total Score                  | 89   | 90   |   | 96   | 92   | 86   |
| >                              |      |      |   |      |      |      |
| > \% Scoring at or above       |      |      |   |      |      |      |
| > 50^th^ NPR                   |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 285  | 263  |   | 264  | 288  | 245  |
+--------------------------------+------+------+---+------+------+------+
| > Percent of total students    | 100  | 100  |   | 100  | 100  | 99.5 |
| > tested                       |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students           | 0    | 0    |   | 0    | 0    | 0    |
| > alternatively                |      |      |   |      |      |      |
| >                              |      |      |   |      |      |      |
| > assessed                     |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Percent of students          | 0    | 0    |   | 0    | 0    | 0    |
| > alternatively                |      |      |   |      |      |      |
| >                              |      |      |   |      |      |      |
| > assessed                     |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > \* **SUBGROUP SCORES**       |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| Male                           | 93   | 92   |   | 95   | 92   | N/A  |
|                                |      |      |   |      |      |      |
| \% Scoring at or above 50^th^  |      |      |   |      |      |      |
| NPR                            |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 153  | 138  |   | 138  | 143  | N/A  |
+--------------------------------+------+------+---+------+------+------+
| Female                         | 85   | 89   |   | 98   | 91   | N/A  |
|                                |      |      |   |      |      |      |
| \% Scoring at or above 50^th^  |      |      |   |      |      |      |
| NPR                            |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 132  | 125  |   | 126  | 145  | N/A  |
+--------------------------------+------+------+---+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

+--------------------------------+-------+------+------+------+------+
|                                | **2   | *    | *    | *    | *    |
|                                | 003-2 | *200 | *200 | *200 | *199 |
|                                | 004** | 2-20 | 1-20 | 0-20 | 9-20 |
|                                |       | 03** | 02** | 01** | 00** |
+--------------------------------+-------+------+------+------+------+
| **NATIONAL MEAN SCORE**        | 50    | 50   | 50   | 50   | 50   |
+--------------------------------+-------+------+------+------+------+
| ###                            | 22    | 22   | 22   | 22   | 22   |
| ## NATIONAL STANDARD DEVIATION |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+

*\*Gender is the only significant subgroup*

**[NATIONAL NORM-REFERENCE ASSESSMENT]{.underline}**

**Subject:** [Spelling]{.underline} **Grades:** [2-5]{.underline}
**Test:** [California Acheivement Test (CAT6 - 2003 & 2004)]{.underline}

[Standford Achievement tests (SAT9 - 2002 & 2001)]{.underline}

**Editions:** [6^th^/9^th^]{.underline} **Publisher:\_**CTB/McCraw-Hill/
Harcourt Inc.

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

> CAT6 SAT9

+--------------------------------+------+------+---+------+------+------+
|                                | *    | *    |   | *    | *    | *    |
|                                | *200 | *200 |   | *200 | *200 | *199 |
|                                | 3-20 | 2-20 |   | 1-20 | 0-20 | 9-20 |
|                                | 04** | 03** |   | 02** | 01** | 00** |
+--------------------------------+------+------+---+------+------+------+
| > ***Testing month***          | *    | *    |   | *    | *    | *    |
|                                | **Ma | **Ma |   | **Ma | **Ma | **Ma |
|                                | y*** | y*** |   | y*** | y*** | y*** |
+--------------------------------+------+------+---+------+------+------+
| > **SCHOOL SCORES IN           |      |      |   |      |      |      |
| > SPELLING**                   |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Total Score                  | 83   | 82   |   | 87   | 88   | 79   |
| >                              |      |      |   |      |      |      |
| > \% Scoring at or above       |      |      |   |      |      |      |
| > 50^th^ NPR                   |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 285  | 263  |   | 264  | 288  | 245  |
+--------------------------------+------+------+---+------+------+------+
| > Percent of total students    | 100  | 100  |   | 100  | 100  | 99.5 |
| > tested                       |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students           | 0    | 0    |   | 0    | 0    | 0    |
| > alternatively                |      |      |   |      |      |      |
| >                              |      |      |   |      |      |      |
| > assessed                     |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Percent of students          | 0    | 0    |   | 0    | 0    | 0    |
| > alternatively                |      |      |   |      |      |      |
| >                              |      |      |   |      |      |      |
| > assessed                     |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > \* **SUBGROUP SCORES**       |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| Male                           | 82   | 78   |   | 85   | 91   | N/A  |
|                                |      |      |   |      |      |      |
| \% Scoring at or above 50^th^  |      |      |   |      |      |      |
| NPR                            |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 153  | 138  |   | 138  | 143  | N/A  |
+--------------------------------+------+------+---+------+------+------+
| Female                         | 84   | 87   |   | 89   | 86   | N/A  |
|                                |      |      |   |      |      |      |
| \% Scoring at or above 50^th^  |      |      |   |      |      |      |
| NPR                            |      |      |   |      |      |      |
+--------------------------------+------+------+---+------+------+------+
| > Number of students tested    | 132  | 125  |   | 126  | 145  | N/A  |
+--------------------------------+------+------+---+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

+--------------------------------+-------+------+------+------+------+
|                                | **2   | *    | *    | *    | *    |
|                                | 003-2 | *200 | *200 | *200 | *199 |
|                                | 004** | 2-20 | 1-20 | 0-20 | 9-20 |
|                                |       | 03** | 02** | 01** | 00** |
+--------------------------------+-------+------+------+------+------+
| **NATIONAL MEAN SCORE**        | 50    | 50   | 50   | 50   | 50   |
+--------------------------------+-------+------+------+------+------+
| ###                            | 22    | 22   | 22   | 22   | 22   |
| ## NATIONAL STANDARD DEVIATION |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+

*\*Gender is the only significant subgroup*

**California Standards Test (CST)**

## **English Language Arts -- Second Grade**

+------------------------------+----+----+----+----+---------+--------+
|                              | *  |    | *  |    | **2001  | *      |
|                              | *2 |    | *2 |    | -2002** | *2000- |
|                              | 00 |    | 00 |    |         | 2001** |
|                              | 3- |    | 2- |    |         |        |
|                              | 20 |    | 20 |    |         |        |
|                              | 04 |    | 03 |    |         |        |
|                              | ** |    | ** |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| *Testing Month*              | *  |    | *  |    | *May*   | *May*  |
|                              | Ma |    | Ma |    |         |        |
|                              | y* |    | y* |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # School Scores              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | 100    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 98 |    | 98 |    | 99      | 100    |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 94 |    | 96 |    | 94      | 95     |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 65 |    | 70 |    | 71      | 75     |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 25 |    | 36 |    | 30      | 36     |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 80 |    | 59 |    | 48      | 69     |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Total Students Tested  | 1  |    | 1  |    | 100     | 100    |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students alternatively | 0  |    | 0  |    | 0       | 0      |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Students alternatively | 0  |    | 0  |    | 0       | 0      |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # Subgroup Scores            |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Students with Disability |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | Data    |        |
| Basic                        | 00 |    | 00 |    | Not     |        |
|                              |    |    |    |    | Av      |        |
|                              |    |    |    |    | ailable |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 81 |    | 1  |    |         |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 81 |    | 1  |    |         |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 36 |    | 60 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 9  |    | 20 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 11 |    | 5  |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Gender                   | *  | *  | *  | *  |         |        |
|                              | M* | F* | M* | F* |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  | 1  | 1  | 1  |         |        |
| Basic                        | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 99 | 98 | 95 | 1  |         |        |
|                              |    |    |    | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 94 | 95 | 92 | 1  |         |        |
|                              |    |    |    | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 64 | 67 | 68 | 72 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 23 | 28 | 34 | 38 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 44 | 36 | 30 | 29 |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ####### State Scores         |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | 100    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 87 |    | 87 |    | 85      | 85     |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 65 |    | 68 |    | 63      | 61     |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 35 |    | 36 |    | 32      | 32     |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 12 |    | 12 |    | 9       | 10     |
+------------------------------+----+----+----+----+---------+--------+

**California Standards Test (CST)**

## **Math -- Second Grade**

+------------------------------+----+----+----+----+---------+--------+
|                              | *  |    | *  |    | **2001  | *      |
|                              | *2 |    | *2 |    | -2002** | *2000- |
|                              | 00 |    | 00 |    |         | 2001** |
|                              | 3- |    | 2- |    |         |        |
|                              | 20 |    | 20 |    |         |        |
|                              | 04 |    | 03 |    |         |        |
|                              | ** |    | ** |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| *Testing Month*              | *  |    | *  |    | *May*   | *May*  |
|                              | Ma |    | Ma |    |         |        |
|                              | y* |    | y* |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # School Scores              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | N/A    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    | 100     |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 97 |    | 93 |    | 93      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 78 |    | 69 |    | 78      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 39 |    | 37 |    | 39      |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 80 |    | 59 |    | 49      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Total Students Tested  | 1  |    | 1  |    | 98      |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students alternatively | 0  |    | 0  |    | 0       |        |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Students alternatively | 0  |    | 0  |    | 0       |        |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # Subgroup Scores            |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Students with Disability |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | Data    |        |
| Basic                        | 00 |    | 00 |    | Not     |        |
|                              |    |    |    |    | Av      |        |
|                              |    |    |    |    | ailable |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 99 |    | 1  |    |         |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 90 |    | 1  |    |         |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 54 |    | 1  |    |         |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 36 |    | 20 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 11 |    | 5  |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Gender                   | *  | *  | *  | *  |         |        |
|                              | M* | F* | M* | F* |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  | 1  | 1  | 1  |         |        |
| Basic                        | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  | 98 | 1  | 1  |         |        |
|                              | 00 |    | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  | 92 | 93 | 92 |         |        |
|                              | 00 |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 86 | 67 | 80 | 58 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 45 | 31 | 40 | 34 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 44 | 36 | 30 | 29 |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| **State Scores**             |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     |        |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 96 |    | 96 |    | 92      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 76 |    | 76 |    | 68      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 51 |    | 53 |    | 43      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 23 |    | 24 |    | 16      |        |
+------------------------------+----+----+----+----+---------+--------+

**California Standards Test (CST)**

## **English Language Arts -- Third Grade**

+------------------------------+----+----+----+----+---------+--------+
|                              | *  |    | *  |    | **2001  | *      |
|                              | *2 |    | *2 |    | -2002** | *2000- |
|                              | 00 |    | 00 |    |         | 2001** |
|                              | 3- |    | 2- |    |         |        |
|                              | 20 |    | 20 |    |         |        |
|                              | 04 |    | 03 |    |         |        |
|                              | ** |    | ** |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| *Testing Month*              | *  |    | *  |    | *May*   | *May*  |
|                              | Ma |    | Ma |    |         |        |
|                              | y* |    | y* |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # School Scores              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | 100    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 98 |    | 1  |    | 100     | 99     |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 98 |    | 1  |    | 95      | 93     |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 73 |    | 91 |    | 78      | 70     |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 35 |    | 37 |    | 35      | 29     |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 60 |    | 54 |    | 69      | 67     |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Total Students Tested  | 1  |    | 1  |    | 100     | 100    |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students alternatively | 0  |    | 0  |    | 0       | 0      |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Students alternatively | 0  |    | 0  |    | 0       | 0      |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # Subgroup Scores            |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Students with Disability |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | Data    |        |
| Basic                        | 00 |    | 00 |    | Not     |        |
|                              |    |    |    |    | Av      |        |
|                              |    |    |    |    | ailable |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 89 |    | 1  |    |         |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 56 |    | 50 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 9  |    | 6  |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Gender                   | *  | *  | *  | *  |         |        |
|                              | M* | F* | M* | F* |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  | 1  | 1  | 1  |         |        |
| Basic                        | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 96 | 1  | 1  | 1  |         |        |
|                              |    | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 96 | 1  | 1  | 1  |         |        |
|                              |    | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 63 | 85 | 96 | 86 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 30 | 41 | 36 | 38 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 33 | 27 | 25 | 29 |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| **State Scores**             |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | 100    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 83 |    | 84 |    | 85      | 83     |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 61 |    | 63 |    | 62      | 59     |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 30 |    | 33 |    | 34      | 30     |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 9  |    | 10 |    | 11      | 9      |
+------------------------------+----+----+----+----+---------+--------+

**California Standards Test (CST)**

## **Math -- Third Grade**

+------------------------------+----+----+----+----+---------+--------+
|                              | *  |    | *  |    | **2001  | *      |
|                              | *2 |    | *2 |    | -2002** | *2000- |
|                              | 00 |    | 00 |    |         | 2001** |
|                              | 3- |    | 2- |    |         |        |
|                              | 20 |    | 20 |    |         |        |
|                              | 04 |    | 03 |    |         |        |
|                              | ** |    | ** |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| *Testing Month*              | *  |    | *  |    | *May*   | *May*  |
|                              | Ma |    | Ma |    |         |        |
|                              | y* |    | y* |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # School Scores              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | N/A    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    | 99      |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 97 |    | 1  |    | 95      |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 82 |    | 91 |    | 75      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 47 |    | 56 |    | 32      |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 60 |    | 54 |    | 69      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Total Students Tested  | 1  |    | 1  |    | 100     |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students alternatively | 0  |    | 0  |    | 0       |        |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| %Of Students alternatively   | 0  |    | 0  |    | 0       |        |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # Subgroup Scores            |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Students with Disability |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | Data    |        |
| Basic                        | 00 |    | 00 |    | Not     |        |
|                              |    |    |    |    | Av      |        |
|                              |    |    |    |    | ailable |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 89 |    | 1  |    |         |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 56 |    | 83 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 9  |    | 6  |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Gender                   | *  | *  | *  | *  |         |        |
|                              | M* | F* | M* | F* |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  | 1  | 1  | 1  |         |        |
| Basic                        | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  | 1  | 1  | 1  |         |        |
|                              | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 97 | 96 | 1  | 1  |         |        |
|                              |    |    | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 79 | 85 | 92 | 89 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 55 | 37 | 56 | 55 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 33 | 27 | 25 | 29 |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| **State Scores**             |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     |        |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 96 |    | 94 |    | 91      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 73 |    | 71 |    | 65      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 48 |    | 46 |    | 38      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 21 |    | 19 |    | 12      |        |
+------------------------------+----+----+----+----+---------+--------+

**California Standards Test (CST)**

## **English Language Arts -- Fourth Grade**

+------------------------------+----+----+----+----+---------+--------+
|                              | *  |    | *  |    | **2001  | *      |
|                              | *2 |    | *2 |    | -2002** | *2000- |
|                              | 00 |    | 00 |    |         | 2001** |
|                              | 3- |    | 2- |    |         |        |
|                              | 20 |    | 20 |    |         |        |
|                              | 04 |    | 03 |    |         |        |
|                              | ** |    | ** |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| *Testing Month*              | *  |    | *  |    | *May*   | *May*  |
|                              | Ma |    | Ma |    |         |        |
|                              | y* |    | y* |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # School Scores              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | 100    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    | 99      | 100    |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  |    | 99 |    | 97      | 97     |
|                              | 00 |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 97 |    | 85 |    | 78      | 76     |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 60 |    | 57 |    | 39      | 34     |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 57 |    | 72 |    | 67      | 78     |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Total Students Tested  | 1  |    | 1  |    | 91      | 100    |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students alternatively | 0  |    | 0  |    | 0       | 0      |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| %Of Students alternatively   | 0  |    | 0  |    | 0       | 0      |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # Subgroup Scores            |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Students with Disability |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | Data    |        |
| Basic                        | 00 |    | 00 |    | Not     |        |
|                              |    |    |    |    | Av      |        |
|                              |    |    |    |    | ailable |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 96 |    | 86 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 58 |    | 43 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 5  |    | 7  |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Gender                   | *  | *  | *  | *  |         |        |
|                              | M* | F* | M* | F* |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  | 1  | 1  | 1  |         |        |
| Basic                        | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  | 1  | 1  | 1  |         |        |
|                              | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  | 1  | 1  | 1  |         |        |
|                              | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 96 | 96 | 86 | 85 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 58 | 61 | 53 | 63 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 26 | 31 | 40 | 32 |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| **State Scores**             |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | 100    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 91 |    | 92 |    | 90      | 87     |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 73 |    | 74 |    | 71      | 66     |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 39 |    | 39 |    | 36      | 33     |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 16 |    | 15 |    | 14      | 11     |
+------------------------------+----+----+----+----+---------+--------+

**California Standards Test (CST)**

## **Math -- Fourth Grade**

+------------------------------+----+----+----+----+---------+--------+
|                              | *  |    | *  |    | **2001  | *      |
|                              | *2 |    | *2 |    | -2002** | *2000- |
|                              | 00 |    | 00 |    |         | 2001** |
|                              | 3- |    | 2- |    |         |        |
|                              | 20 |    | 20 |    |         |        |
|                              | 04 |    | 03 |    |         |        |
|                              | ** |    | ** |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| *Testing Month*              | *  |    | *  |    | *May*   | *May*  |
|                              | Ma |    | Ma |    |         |        |
|                              | y* |    | y* |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # School Scores              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | N/A    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    | 100     |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 99 |    | 1  |    | 83      |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 92 |    | 94 |    | 61      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 39 |    | 51 |    | 32      |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 57 |    | 72 |    | 70      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Total Students Tested  | 1  |    | 1  |    | 95      |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students alternatively | 0  |    | 0  |    | 0       |        |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| %Of Students alternatively   | 0  |    | 0  |    | 0       |        |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # Subgroup Scores            |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Students with Disability |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | Data    |        |
| Basic                        | 00 |    | 00 |    | Not     |        |
|                              |    |    |    |    | Av      |        |
|                              |    |    |    |    | ailable |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 99 |    | 1  |    |         |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 91 |    | 1  |    |         |        |
|                              |    |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 37 |    | 29 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 5  |    | 7  |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Gender                   | *  | *  | *  | *  |         |        |
|                              | M* | F* | M* | F* |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  | 1  | 1  | 1  |         |        |
| Basic                        | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  | 1  | 1  | 1  |         |        |
|                              | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  | 96 | 1  | 1  |         |        |
|                              | 00 |    | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 92 | 90 | 98 | 91 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 42 | 35 | 53 | 50 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 26 | 31 | 40 | 32 |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| **State Scores**             |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     |        |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 97 |    | 93 |    | 93      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 73 |    | 72 |    | 67      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 45 |    | 45 |    | 37      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 18 |    | 18 |    | 13      |        |
+------------------------------+----+----+----+----+---------+--------+

**California Standards Test (CST)**

## **English Language Arts -- Fifth Grade**

+------------------------------+----+----+----+----+---------+--------+
|                              | *  |    | *  |    | **2001  | *      |
|                              | *2 |    | *2 |    | -2002** | *2000- |
|                              | 00 |    | 00 |    |         | 2001** |
|                              | 3- |    | 2- |    |         |        |
|                              | 20 |    | 20 |    |         |        |
|                              | 04 |    | 03 |    |         |        |
|                              | ** |    | ** |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| *Testing Month*              | *  |    | *  |    | *May*   | *May*  |
|                              | Ma |    | Ma |    |         |        |
|                              | y* |    | y* |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # School Scores              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | 100    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    | 99      | 99     |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  |    | 1  |    | 96      | 95     |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 91 |    | 81 |    | 71      | 67     |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 64 |    | 40 |    | 29      | 24     |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 88 |    | 78 |    | 79      | 74     |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Total Students Tested  | 1  |    | 1  |    | 100     | 100    |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students alternatively | 0  |    | 0  |    | 0       | 0      |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| %Of Students alternatively   | 0  |    | 0  |    | 0       | 0      |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # Subgroup Scores            |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Students with Disability |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | Data    |        |
| Basic                        | 00 |    | 00 |    | Not     |        |
|                              |    |    |    |    | Av      |        |
|                              |    |    |    |    | ailable |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 67 |    | 72 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 17 |    | 29 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 6  |    | 7  |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Gender                   | *  | *  | *  | *  |         |        |
|                              | M* | F* | M* | F* |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  | 1  | 1  | 1  |         |        |
| Basic                        | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  | 1  | 1  | 1  |         |        |
|                              | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  | 1  | 1  | 1  |         |        |
|                              | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 92 | 90 | 75 | 88 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 62 | 66 | 28 | 54 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 50 | 38 | 43 | 35 |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| **State Scores**             |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | 100    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 87 |    | 90 |    | 91      | 88     |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 71 |    | 72 |    | 71      | 66     |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 40 |    | 36 |    | 31      | 28     |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 16 |    | 10 |    | 9       | 7      |
+------------------------------+----+----+----+----+---------+--------+

**California Standards Test (CST)**

## **Math -- Fifth Grade**

+------------------------------+----+----+----+----+---------+--------+
|                              | *  |    | *  |    | **2001  | *      |
|                              | *2 |    | *2 |    | -2002** | *2000- |
|                              | 00 |    | 00 |    |         | 2001** |
|                              | 3- |    | 2- |    |         |        |
|                              | 20 |    | 20 |    |         |        |
|                              | 04 |    | 03 |    |         |        |
|                              | ** |    | ** |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| *Testing Month*              | *  |    | *  |    | *May*   | *May*  |
|                              | Ma |    | Ma |    |         |        |
|                              | y* |    | y* |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # School Scores              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     | N/A    |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    | 99      |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 98 |    | 93 |    | 90      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 80 |    | 75 |    | 64      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 38 |    | 21 |    | 24      |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 88 |    | 78 |    | 79      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% Of Total Students Tested  | 1  |    | 1  |    | 100     |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students alternatively | 0  |    | 0  |    | 0       |        |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| %Of Students alternatively   | 0  |    | 0  |    | 0       |        |
| assessed                     |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| # Subgroup Scores            |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Students with Disability |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | Data    |        |
| Basic                        | 00 |    | 00 |    | Not     |        |
|                              |    |    |    |    | Av      |        |
|                              |    |    |    |    | ailable |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 1  |    | 1  |    |         |        |
|                              | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 84 |    | 86 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 17 |    | 29 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 6  |    | 7  |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| ### Gender                   | *  | *  | *  | *  |         |        |
|                              | M* | F* | M* | F* |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  | 1  | 1  | 1  |         |        |
| Basic                        | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 1  | 1  | 1  | 1  |         |        |
|                              | 00 | 00 | 00 | 00 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 98 | 97 | 95 | 88 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 78 | 81 | 72 | 77 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 36 | 39 | 21 | 20 |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \# Of Students Tested        | 50 | 38 | 43 | 35 |         |        |
+------------------------------+----+----+----+----+---------+--------+
|                              |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| **State Scores**             |    |    |    |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Far Below     | 1  |    | 1  |    | 100     |        |
| Basic                        | 00 |    | 00 |    |         |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Below Basic   | 90 |    | 87 |    | 90      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above Basic         | 65 |    | 61 |    | 59      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At or above proficient    | 38 |    | 35 |    | 29      |        |
+------------------------------+----+----+----+----+---------+--------+
| \% At Advanced               | 12 |    | 10 |    | 7       |        |
+------------------------------+----+----+----+----+---------+--------+