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

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

**Cover Sheet**

Name of Principal [Mrs. Gail Lynn Main]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [5701 Broad Branch Rd., NW]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Washington, DC 20015-2541]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 202 ) 282-0116]{.underline} Fax [( 202 ) 282-1126]{.underline}

Website/URL [www.k12.dc.us]{.underline} E-mail <Gail.Main@k12.dc.us>
[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Elfreda W. Massie]{.underline}

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

District Name [District of Columbia Public Schools]{.underline} Tel. [(
202 ) 442-5885]{.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. Peggy
Cooper-Cafritz]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_[106]{.underline}\_ Elementary
schools

\_\_[11]{.underline}\_ Middle schools

\_\_\_[9]{.underline}\_ Junior high schools

\_\_[20]{.underline}\_ High schools

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

\_[146]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\$7,059\*]{.underline}\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\$9,827\*\*]{.underline}\_\_\_\_

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

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

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

4\. \_\_\_\_[2]{.underline}\_\_ Number of years the principal has been
in her/his position at this school.

\_\_\_[20]{.underline}\_\_ If fewer than three years, how long was the
previous principal at this school?

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

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

  **K**       46        37                     **83**       **7**                             

  **1**       43        28                     **71**       **8**                             

  **2**       42        44                     **86**       **9**                             

  **3**       27        38                     **65**       **10**                            

  **4**       34        32                     **66**       **11**                            

  **5**       27        37                     **64**       **12**                            

  **6**       28        15                     43           PK          27        33          60

                                    **TOTAL                                                   538
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\*FY2003 average per pupil base funding provided to each local school,
with add-ons for grade level and student characteristics.

\*\*FY2003 statewide local and federal per pupil expenditure amount --
with standardized definitions based on the Metropolitan Area Boards of
Education methodology.

6\. Racial/ethnic composition of \_\_[71.2]{.underline}\_ % White

the students in the school: \_\_[22.2]{.underline}\_ % Black or African
American

[\_\_\_3.2\_]{.underline} % Hispanic or Latino

\_\_\_[3.4]{.underline}\_ % Asian/Pacific Islander

\_\_\_[0.0]{.underline}\_\_ % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_[1.74]{.underline}\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

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

  **(2)**     Number of students who transferred 6
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        9
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    517
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0174
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.74
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_[2.7]{.underline}\_\_\_%

\_[15]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[12]{.underline}\_\_\_\_

Specify languages: Lithuanian, German, Russian, French, Swedish, Hindi,
Spanish, Bulgarian,

Dutch, Danish, Chinese, Finnish.

9\. Students eligible for free/reduced-priced meals:
\_\_\_[2]{.underline}\_\_\_\_%

\_\_\_[10]{.underline}\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_[4.6]{.underline}\_\_%

\_\_\_[25]{.underline}\_\_Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_[11]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[10]{.underline}\_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_[1]{.underline}\_Traumatic Brain Injury

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

\_\_[1]{.underline}\_ Emotional disturbance

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

    **Number of Staff**

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

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

Classroom teachers \_\_[26]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[10]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[7]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[6]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[50]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[20.6]{.underline}\_

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

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

  Daily student attendance 94.6        96.9        95.7        96.0        96.4
  %                                                                        

  Daily teacher attendance 95.5        95.4        95.4        95.2        95.4
  %                                                                        

  Teacher turnover rate %  3           3           24          12          16

  Student dropout rate %   0           0           0           0           0

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

**PART III -- SUMMARY**

Lafayette Elementary School was established in 1928 in the far northwest
neighborhood of Chevy Chase, Washington DC, to meet the needs of
families moving into new residential communities located along the
Connecticut Avenue corridor. The community is now, as when first
established, one of primarily single-family homes. In 1931, the first
wing of the building opened. A second wing with connecting areas was
completed in 1938. In 1978 the building underwent extensive expansion
with the addition of an early childhood wing and the conversion of the
original school space to an open space concept. This past summer, with
the assistance of the Home and School Association, the library, always
the center of the school, was completely remodeled to now incorporate
three new learning centers. The school site shares it grounds with
Lafayette Park and the Lafayette Recreation Center. The school seeks
now, as it did when first established, to provide a special learning
environment with talented, dedicated teachers and other staff members
supported by an active community body. The school holds a wide
reputation in the greater Washington, DC area as a place that nurtures
and challenges students to reach their potential.

Lafayette Elementary School currently has an enrollment of 536 students
in grades pre-kindergarten through sixth. The school has grown by almost
100 students over the last two years as the surrounding neighborhood has
undergone changes prompted by older residents selling their homes to
young families with school-age children. A true neighborhood school, 84%
of the student body resides in the immediate area. Each morning and
afternoon, the streets around Lafayette are full of students walking to
school like they did when the school opened over 70 years ago. The other
16% takes advantage of the DCPS out-of-boundary process and obtains
places in the school through a lottery.

Lafayette Elementary School is proud of its diversity. Almost 30 % of
the student body is part of a minority group. Our children in the
English for Speakers of Other Languages Program speak at least 12
different languages. The number of totally bilingual children is close
to 50. All children with disabilities are part of a general education
homeroom with both pull-out and inclusion services available.

Multicultural activities are incorporated in various ways throughout the
school year. From early fall, when we celebrate Hispanic culture through
the winter and African-American history month, to our yearly
pre-kindergarten International Celebration, Lafayette is proud of seeing
the world reflected in who we are.

Our mission is to provide creative and developmentally appropriate
learning experiences in a nurturing environment. Teachers, parents, and
students work together to make this a reality. Using the wealth of
community resources available in the Washington metropolitan area, our
city becomes our classroom.

Partnerships with the Kennedy Center, Washington Performing Arts Society
and the Washington Opera bring world-class performers to the school and
allow students to attend performances in professional venues. Trips are
planned to world-renowned museums and exhibitions. As often as possible
our goal is for students at Lafayette to experience something first
hand.

We are proud of the strong relationships we have with our parents. With
26 classrooms, we have over 100 room parents. An average of 15 parents
volunteer each day at Lafayette. Participation at Back to School Night
and Conference Days is high with over 90% attendance. Our e-mail
listserv gives us almost instant access to parents at work when a
message needs to go out.

For over 70 years, Lafayette Elementary School has sat high on a hill,
the center of academic excellence in a neighborhood that values
learning. We are always mindful of the trust placed in us to prepare
each child for the future. Lafayette is a place where children learn to
love to learn.

.

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

1\. Assessment Results

Lafayette Elementary School participates in the District of Columbia
Public School assessment program by administering a standardized
achievement measure \--the ***Stanford Achievement Test 9^th^ Edition***
(SAT-9) each April. Since the first administration in 1998, Lafayette
has consistently been one of the top performing schools in the District
of Columbia.

In reading, Lafayette students have scored at the highest levels of
achievement. In fact, in the spring of 2003, all 4^th^, 5^th^, and 6^th^
grade students met or exceeded the system set expectations in reading.
Over a five-year period of time our overall NCE scores in reading have
remained within a four-point range. Our percentile rank has varied
between 88 and 91%.

In mathematics, Lafayette students also show exceptional achievement.
Since 2000, each year has shown hard earned growth in our NCE scores.
Our NCE scores have increased by over 4 points. Our percentile rank is
currently at 92%.

Emphasis has been placed on moving students between performance levels.
Since 1999, the total percentage of students in the advanced category in
mathematics has risen almost 6 %. In reading, the advanced performance
level has recovered from a slight dip, which occurred in 2002, growing
3.4% last year. Last year, Lafayette's scale score averages in both
reading and math were at their highest levels since SAT-9 testing began.

During school years 1999-2002, students in grades 1-6 were tested. In
spring, 2003, testing using the SAT-9 was optional for students in
grades 1 and 2. Lafayette opted not to test students in those grades.

All special education and English language learners participate in
testing. Children with disabilities receive accommodations as described
in their IEPs or 504 plans.

See the testing reports attached to the end of this application.

2\. Using Assessment Data.

Lafayette Elementary School recognizes that effective school improvement
is based on careful evaluation of assessment information. Teachers in
grades 4-6 start each school year by carefully analyzing the previous
spring's SAT-9 performance of their classes. Each student's scores are
charted to look for strengths and weaknesses, positioning in the
performance standards categories, and changes from previous year's
results. The use of the Academic Performance Data System has allowed us
to quickly evaluate a student's individual performance over time and
look for areas of difficulty. This past year, individual reports were
shared with students in the fifth and sixth grades. Sharing the results
with the students gave them a clearer picture of what was necessary for
them to continue to perform at high levels and gave them clear goals to
work towards. Assessment data also drives our decisions for staff
development. When test information is disaggregated at Lafayette, while
our minority students achieve at very high levels, they often do not
quite reach the same levels as our white students. This year we have
used this assessment information to look at ways of closing the
achievement gap, even in students with high performance. Staff
development and study groups have worked with the staff on strategies to
encourage our minority students to participate in activities and to set
standards that are necessary for the highest levels of achievement.

# 3. Communication of Student Performance

Communication with parents is vitally important for developing a strong
school-home relationship. From pre-kindergarten through the sixth grade,
systems are in place for parents to always be aware of their children's
progress. Daily planners, weekly folders, reading logs, and long-term
assignment rubrics all invite parent comments. Quarterly grading reports
are followed by individual parent-teacher conferences. Attendance rates
are so high that not all parents can be accommodated on the school
system allotted day. On days before and after the planned conference
day, parents continue to arrive to discuss student progress with
teachers. Other conferences are scheduled on an as needed basis. The
weekly ***Tuesday Bulletin*** keeps parents informed of upcoming
activities or issues facing the school. Each June, parents receive
information about their child's performance on the spring SAT-9 test.
Our September Back-to-School Night, with over 90% of the parents in
attendance allows each teacher to share his or her goals for the school
year and gives parents the opportunity to ask questions.

Communication to the wider community takes place through several media
outlets as well as the DCPS Office of Communications publications. Our
local neighborhood newspaper, ***The Northwest Current***, as well as
***The Washington Post***, often highlights the accomplishments of DCPS
schools. Website resources like the Academic Performance Data Base
System allow anyone with access to the Internet to see local school
assessment data.

4\. Sharing Successes

Lafayette Elementary School recognizes that successful schools have a
responsibility to share their strategies and results with others.
Recognition as a Blue Ribbon School of Excellence will only strengthen
our current efforts at community outreach. We currently serve as a
partner school with the George Washington University Graduate School of
Education Department of Teacher Education. Interns placed at our school
become familiar with our assessment and instructional strategies. We
also encourage teachers from other schools to visit Lafayette, meet with
our teachers, and carry away proven methods and tools for classroom
application. The Department of Teacher Affairs mentors often use
Lafayette as a site for viewing best practices.

Lafayette will continue to host district wide staff development events
and workshops. Our teachers have always been active participants in
district wide initiatives and served as committee members for textbook
adoptions and assessment strategies. These activities allow them the
opportunity to share our best practices with others in DCPS.

Lafayette will also be proud to announce our recognition as a school of
excellence to the wider Washington, DC community. Our accomplishment
will become a part of our school literature. Our school marquee will
display highlight the accomplishment. We expect that additional interest
in Lafayette's programs will be generated following such a prestigious
award.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Description of School Curriculum

Based on the District of Columbia Public Schools' standards-based
system, the curriculum at Lafayette Elementary School sets high
expectations for student achievement. Using content standards that
describe what students should know and be able to do and performance
standards that describe what excellent work is, students at Lafayette
excel in all subject areas.

Reading is at the heart of all we do at Lafayette. Each grade level
dedicates 90 minutes for reading/language arts instruction on a daily
basis. Additional time is allocated for silent reading for older
students and teacher read aloud time for younger ones. Our reading
specialist provides support to both individual students as well as
classroom teachers to make sure that each and every child at Lafayette
is a successful reader.

Mathematics is based on mastery of basic computational skills with a
strong emphasis on problem-solving skills. Multiple strategies are
presented to meet the needs of all learners. Using hands-on materials
and real-life applications, students learn to see the connections
between what they are learning and the real world and begin to think
with a sense of numbers.

In science, we use the Full Option Science System materials, a
research-based program developed at the University of California at
Berkeley. FOSS teaches students to appreciate the scientific method,
learn scientific concepts, and think critically through their own
questions, investigations and conclusions. Using the broad areas of
life, physical and earth science along with reasoning and technology,
FOSS has turned our students into active science explorers. With only a
few minutes of opening discussion, students then begin working with
materials and discovering different ways the world works.

Social studies leads the children from the world they know starting with
home and community helpers and early map skills in first and second
grade to our city, nation, colonial history and finally out into the
world in the sixth grade when Africa and Asia take center stage. At all
grade levels students learn ideas and contributions of famous
individuals and nations, while gaining a wider understanding of the
world at large.

We do not forget other areas of the curriculum at Lafayette. Each week
every student in the school participates in physical education, music,
and the visual arts. Special time with the librarian is scheduled for
each class. Our special subject teachers work closely with the general
education teacher to make sure that what they are doing is aligned to
what is being learned in the classroom. As students learn about Native
Americans, the artwork on display in the school has a Native American
theme. Music instruction often supports social studies by teaching
children songs from different periods in American history. Physical
education will use math skills as children graph their progress in
developing flexibility or mastering ball-handling skills. Children are
taught to see the connections between different curricular areas.

We do not forget the commonly held values that make us a civilized
people. Through our Values First character education program, children
learn about the importance of respect and responsibility, tolerance and
self-control. Our peer mediation program teaches children to work
together to find solutions to conflict. Our student council allows
children to practice leadership skills. Extra curricular activities such
as cross-country and track, math team, student correspondents for the
local paper, creative movement and drama allow us to meet the needs of
the whole child.

2\. Description of Reading Curriculum

The underlying philosophy that guides Lafayette Elementary School's
exemplary reading program is the knowledge that in order to learn to
read, students must be immersed daily in reading, writing and language.
No one-way is right for teaching reading to all students, so our reading
program strives for balance and variety using research proven methods
and materials. Throughout the school, the DCPS adopted Houghton-Mifflin
reading series is supplemented by trade books, newspapers, magazines and
specific skills series. The DCPS requirement of reading at least 30
books during the year is supported by all teachers. Every child leaves
for summer break with a summer reading packet of activities and reading
requirements used to start the following school year's activities.

Each day, 90 minutes is allocated in the school day for reading/language
arts instruction in grades 1-6. In addition 30 minutes of student
sustained silent reading is also placed in the daily schedule. Using
assessments provided by the basal reading series, a prescriptive
approach to reading takes place by regular monitoring of each student's
progress by the classroom teacher and the reading specialist. A
designated amount of reading time is built into most teachers' daily
homework assignments. Classroom libraries are well stocked with
materials spanning approximately 4 years in grade levels.

Our accelerated readers are provided additional challenges through the
use of Junior Great Books, monthly Book Clubs and individual class
projects. Students needing additional support meet with the reading
specialist for specific skill instruction. Special attention is placed
on students who are close to advancing performance levels in
standardized testing. Sharing this fact with these children served as an
incentive in improving individual testing performance this past year.

3\. Description of Math curriculum

Lafayette Elementary School uses the McGraw-Hill Mathematics series for
students in grades K-6. Based on the National council of Teachers of
Mathematics published ***Principles and Standards for School
Mathematics***, it uses the 10 standards, or descriptions of what
mathematics instruction should enable students to know and do as it
basis. The program helps students develop proficiency in conceptual
understanding, computational and procedural skills, and problem-solving
ability. Using an extensive range of manipulative materials, multiple
strategies are used so that all children are successful in developing
both conceptual understanding as well as computational proficiency. On
going assessment is a part of the program as well as spiraled review.
The Lafayette math specialist works with each classroom on a bi-weekly
basis, teaching both students and teachers new strategies and
techniques. This is our third year to use this series and each year we
have seen growth in overall school performance.

In addition to classroom instruction, additional opportunities are
offered to students who are highly able in math. Lafayette participates
in the MathCounts program and AMC-8 competitions. Four mornings a week
students in grades 4-6 meet with the math specialist to practice new
skills and discover new math concepts as part of their preparation.

4\. Differentiating Instruction

Lafayette Elementary School is committed to meeting the academic needs
of all students. We know one way of reaching that goal is limiting
class-size. Even with current budgetary constraints, class size averages
just fewer than 21 students per class. Our commitment in first grade
gives us classes of 18, so that each beginning reader can get the
attention he or she needs to be successful. In addition, we have
resource teachers in math, reading, special education, and English
language acquisition, to meet the needs of children identified eligible
for their services.

Children in grades 4-6 experience some team teaching to allow teachers
to work in the areas of instruction they consider to be their strengths.
Classroom teachers utilize all kinds of grouping strategies and
instructional activities so that the learning styles of all students are
met. Cross grade activities are planned, allowing for positive
interactions between children who otherwise would not see each other
during the school day. Older students serve as reading buddies and work
helpers learning the truth that you do not really understand something
until you try to teach it to someone else.

Children with more intensive needs are identified during the school year
and receive more individualized attention. The reading specialist works
with small groups of students who need specific skill reteaching or
reinforcement. Information is shared with classroom teachers to allow
them to better group students and design learning activities that best
meet individual needs.

5\. Professional Development

Professional development at Lafayette is driven by a strongly held
belief that as a learning community, we must all be active learners.
Each year, staff members both individually and as a wider group devote
significant amounts of time to increasing their skills and teachers and
understanding of new research and its impact on student achievement.
Almost every staff member participates in a professional study group.
Our two groups have focused their studies this year on achievement gap
issues and integrating arts into the general education curriculum.
Meeting monthly, they do intensive reading and conduct serious
discussions, sharing information with the total staff at staff meetings.
Individual teachers are supported in attending outside of school
workshops related to these two areas of interest.

Our community partners and school system as a whole sponsors other
professional development activities. We are an In2Books school and
teachers in grades 2 and 3 take extensive training in connecting
literature to writing as they study different literature genres and the
use of pen pals for writing activities. We are a Kennedy Center partner
school and teachers participate in workshops there in arts integration.
Our early childhood program has participated in the Wolf Trap Center for
Early Education school based program where artists work with teachers in
developing a repertoire of techniques using music and movement to teach
early literacy and math skills. The DC Commission on the Arts is
sponsoring two staff development days this year on using multiple
intelligences to reach all students. These activities have been very
well received by staff and evidence of implementation is evident in
individual classrooms.

**PART VII - ASSESSMENT RESULTS**

**[LAFAYETTE ELEMENTARY SCHOOL]{.underline}**

**[SAT-9 DATA]{.underline}**

Grade\_\_3\_\_\_\_\_ Test\_\_[Stanford Achievement
Test\--Reading]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year:\_[9^th^ Edition,
Select/1996]{.underline}\_\_\_\_\_\_\_ Publisher:
[Harcourt]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

  ---------------------------------- ---------- ---------- ---------- ---------- ----------
  **Grade 3 Reading**                                                            

                                                                                 

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

  Testing Month \-- April                                                         

  **SCHOOL SCORES**                                                               

  Total \-- Percent of students...                                                

  At or above Below Basic            100        100        100        100        100

  At or above Basic                  94         99         98         100        98

  At or above proficient             88         82         92         96         95

  At or above Advanced               58         53         60         58         63

  Number of student tested           72         68         48         57         63

  Percent of total students tested   100        100        100        100        100

  Number of students excluded        0          0          0          0          0

  Percent of students excluded       0          0          0          0          0

  **Subgroup Scores**                                                             

  1\. African American                                                            

  At or above Below Basic            100        100        100        100        n.a.

  At or above Basic                  85         95         92         100        n.a.

  At or above proficient             85         42         83         100        n.a.

  At or above Advanced               30         16         33         25         n.a.

  2\. White                                                                       

  At or above Below Basic            100        100        100        100        100

  At or above Basic                  98         100        100        100        100

  At or above proficient             90         98         97         94         100

  At or above Advanced               69         70         71         76         69

                                                                                  

  **District of Columbia Scores**                                                 

  Total \-- Percent of students...                                                

  At or above Below Basic            100        100        100        100        100

  At or above Basic                  67         65         66         72         68

  At or above proficient             31         29         28         33         30

  At or above Advanced               8          8          6          8          7
  ---------------------------------- ---------- ---------- ---------- ---------- ----------

**[LAFAYETTE ELEMENTARY SCHOOL]{.underline}**

**[SAT-9 DATA]{.underline}**

<table>
<colgroup>
<col style="width: 78%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="8"><p>Grade__4_____ Test__<u>Stanford Achievement
Test--Reading</u>_________</p>
<p>Edition/publication year:_<u>9<sup>th</sup> Edition,
Select/1996</u>_______ Publisher: <u>Harcourt</u>______________</p>
<p>What groups were excluded from testing? Why, and how were they
assessed? __<u>None</u>________</p>
<p>_____________________________________________________________________________</p>
<p>Scores are reported here as (check one):
NCEs_<strong><u>_</u></strong>__ Scaled scores ____
Percentiles__X____</p>
<table style="width:100%;">
<colgroup>
<col style="width: 50%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade 4 Reading</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td> </td>
<td><strong>2002 - 2003</strong></td>
<td><strong>2001 - 2002</strong></td>
<td><strong>2000 - 2001</strong></td>
<td><strong>1999 - 2000</strong></td>
<td><strong>1998 - 1999</strong></td>
</tr>
<tr class="even">
<td>Testing Month --April</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>SCHOOL SCORES</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>100</td>
<td>98</td>
<td>100</td>
<td>100</td>
<td>98</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>82</td>
<td>90</td>
<td>91</td>
<td>95</td>
<td>90</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>55</td>
<td>60</td>
<td>57</td>
<td>57</td>
<td>67</td>
</tr>
<tr class="odd">
<td>Number of student tested</td>
<td>67</td>
<td>50</td>
<td>54</td>
<td>56</td>
<td>61</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td><strong>Subgroup Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>1. African American</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>100</td>
<td>93</td>
<td>100</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>47</td>
<td>71</td>
<td>73</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>29</td>
<td>36</td>
<td>45</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>2. White</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>At or above Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>98</td>
</tr>
<tr class="even">
<td>At or above proficient</td>
<td>96</td>
<td>97</td>
<td>100</td>
<td>96</td>
<td>96</td>
</tr>
<tr class="odd">
<td>At or above Advanced</td>
<td>66</td>
<td>71</td>
<td>70</td>
<td>57</td>
<td>76</td>
</tr>
<tr class="even">
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>District of Columbia Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>69</td>
<td>70</td>
<td>71</td>
<td>74</td>
<td>71</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>29</td>
<td>30</td>
<td>27</td>
<td>31</td>
<td>38</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>8</td>
<td>8</td>
<td>7</td>
<td>9</td>
<td>8</td>
</tr>
</tbody>
</table></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"><p><strong><u>LAFAYETTE ELEMENTARY
SCHOOL</u></strong></p>
<p><strong><u>SAT-9 DATA</u></strong></p>
<p>Grade__5_____ Test__<u>Stanford Achievement
Test--Reading</u>_________</p>
<p>Edition/publication year:_<u>9<sup>th</sup> Edition,
Select/1996</u>_______ Publisher: <u>Harcourt</u>______________</p>
<p>What groups were excluded from testing? Why, and how were they
assessed? __<u>None</u>________</p>
<p>_____________________________________________________________________________</p>
<p>Scores are reported here as (check one):
NCEs_<strong><u>__</u></strong>__ Scaled scores ____
Percentiles__X__</p>
<table style="width:100%;">
<colgroup>
<col style="width: 50%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade 5 Reading</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td> </td>
<td><strong>2002 - 2003</strong></td>
<td><strong>2001 - 2002</strong></td>
<td><strong>2000 - 2001</strong></td>
<td><strong>1999 - 2000</strong></td>
<td><strong>1998 - 1999</strong></td>
</tr>
<tr class="even">
<td>Testing Month -- April</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>SCHOOL SCORES</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>100</td>
<td>100</td>
<td>98</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>88</td>
<td>83</td>
<td>84</td>
<td>89</td>
<td>93</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>35</td>
<td>32</td>
<td>43</td>
<td>55</td>
<td>46</td>
</tr>
<tr class="odd">
<td>Number of student tested</td>
<td>48</td>
<td>53</td>
<td>58</td>
<td>55</td>
<td>56</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td><strong>Subgroup Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>1. African American</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>100</td>
<td>100</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>79</td>
<td>69</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>14</td>
<td>8</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>2. White</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>At or above Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above proficient</td>
<td>94</td>
<td>90</td>
<td>88</td>
<td>100</td>
<td>95</td>
</tr>
<tr class="odd">
<td>At or above Advanced</td>
<td>47</td>
<td>45</td>
<td>50</td>
<td>63</td>
<td>57</td>
</tr>
<tr class="even">
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>District of Columbia Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>70</td>
<td>72</td>
<td>74</td>
<td>78</td>
<td>77</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>22</td>
<td>23</td>
<td>22</td>
<td>26</td>
<td>24</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>4</td>
<td>5</td>
<td>4</td>
<td>5</td>
<td>5</td>
</tr>
</tbody>
</table>
<p><strong><u>LAFAYETTE ELEMENTARY SCHOOL</u></strong></p>
<p><strong><u>SAT-9 DATA</u></strong></p>
<p>Grade__6_____ Test__<u>Stanford Achievement
Test--Reading</u>_________</p>
<p>Edition/publication year:_<u>9<sup>th</sup> Edition,
Select/1996</u>_______ Publisher: <u>Harcourt</u>______________</p>
<p>What groups were excluded from testing? Why, and how were they
assessed? __<u>None</u>________</p>
<p>_____________________________________________________________________________</p>
<p>Scores are reported here as (check one):
NCEs_<strong><u>__</u></strong>__ Scaled scores ____
Percentiles__X____</p>
<table style="width:100%;">
<colgroup>
<col style="width: 50%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade 6 Reading</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td> </td>
<td><strong>2002 - 2003</strong></td>
<td><strong>2001 - 2002</strong></td>
<td><strong>2000 - 2001</strong></td>
<td><strong>1999 - 2000</strong></td>
<td><strong>1998 - 1999</strong></td>
</tr>
<tr class="even">
<td>Testing Month -- April</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>SCHOOL SCORES</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>88</td>
<td>86</td>
<td>91</td>
<td>93</td>
<td>94</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>33</td>
<td>30</td>
<td>34</td>
<td>30</td>
<td>33</td>
</tr>
<tr class="odd">
<td>Number of student tested</td>
<td>51</td>
<td>56</td>
<td>58</td>
<td>54</td>
<td>58</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td><strong>Subgroup Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>1. African American</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>100</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>75</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>17</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>2. White</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>At or above Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above proficient</td>
<td>93</td>
<td>91</td>
<td>100</td>
<td>98</td>
<td>96</td>
</tr>
<tr class="odd">
<td>At or above Advanced</td>
<td>47</td>
<td>34</td>
<td>43</td>
<td>38</td>
<td>41</td>
</tr>
<tr class="even">
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>District of Columbia Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>77</td>
<td>79</td>
<td>78</td>
<td>85</td>
<td>82</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>24</td>
<td>25</td>
<td>25</td>
<td>31</td>
<td>26</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>4</td>
<td>3</td>
<td>3</td>
<td>4</td>
<td>4</td>
</tr>
</tbody>
</table></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><p><strong><u>LAFAYETTE ELEMENTARY SCHOOL</u></strong></p>
<p><strong><u>SAT-9 DATA</u></strong></p>
<p>Grade__3_____ Test__<u>Stanford Achievement
Test--Math</u>_________</p>
<p>Edition/publication year:_<u>9<sup>th</sup> Edition,
Select/1996</u>_______ Publisher: <u>Harcourt</u>______________</p>
<p>What groups were excluded from testing? Why, and how were they
assessed? __<u>None</u>________</p>
<p>_____________________________________________________________________________</p>
<p>Scores are reported here as (check one): NCEs___ Scaled scores ____
Percentiles_X__</p>
<table>
<colgroup>
<col style="width: 49%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade 3 Math</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td> </td>
<td><strong>2002 - 2003</strong></td>
<td><strong>2001 - 2002</strong></td>
<td><strong>2000 - 2001</strong></td>
<td><strong>1999 - 2000</strong></td>
<td><strong>1998 - 1999</strong></td>
</tr>
<tr class="even">
<td>Testing Month -- April</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>SCHOOL SCORES</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>94</td>
<td>96</td>
<td>98</td>
<td>100</td>
<td>98</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>90</td>
<td>84</td>
<td>82</td>
<td>81</td>
<td>80</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>57</td>
<td>44</td>
<td>40</td>
<td>33</td>
<td>38</td>
</tr>
<tr class="odd">
<td>Number of student tested</td>
<td>72</td>
<td>68</td>
<td>50</td>
<td>57</td>
<td>64</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td><strong>Subgroup Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>1. African American</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>85</td>
<td>84</td>
<td>92</td>
<td>100</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>75</td>
<td>63</td>
<td>58</td>
<td>67</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>30</td>
<td>21</td>
<td>25</td>
<td>17</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>2. White</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>At or above Basic</td>
<td>98</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above proficient</td>
<td>96</td>
<td>91</td>
<td>92</td>
<td>88</td>
<td>83</td>
</tr>
<tr class="odd">
<td>At or above Advanced</td>
<td>69</td>
<td>52</td>
<td>46</td>
<td>48</td>
<td>38</td>
</tr>
<tr class="even">
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>District of Columbia Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>75</td>
<td>74</td>
<td>75</td>
<td>79</td>
<td>72</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>35</td>
<td>31</td>
<td>31</td>
<td>33</td>
<td>25</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>10</td>
<td>8</td>
<td>7</td>
<td>7</td>
<td>5</td>
</tr>
</tbody>
</table></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><p><strong><u>LAFAYETTE ELEMENTARY SCHOOL</u></strong></p>
<p><strong><u>SAT-9 DATA</u></strong></p>
<p>Grade__4_____ Test__<u>Stanford Achievement
Test--Math</u>_________</p>
<p>Edition/publication year:_<u>9<sup>th</sup> Edition,
Select/1996</u>_______ Publisher: <u>Harcourt</u>______________</p>
<p>What groups were excluded from testing? Why, and how were they
assessed? __<u>None</u>________</p>
<p>_____________________________________________________________________________</p>
<p>Scores are reported here as (check one):
NCEs_<strong><u>_</u></strong>__ Scaled scores ____ Percentiles_X___</p>
<table style="width:100%;">
<colgroup>
<col style="width: 50%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade 4 Math</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td> </td>
<td><strong>2002 - 2003</strong></td>
<td><strong>2001 - 2002</strong></td>
<td><strong>2000 - 2001</strong></td>
<td><strong>1999 - 2000</strong></td>
<td><strong>1998 - 1999</strong></td>
</tr>
<tr class="even">
<td>Testing Month -- April</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>SCHOOL SCORES</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>99</td>
<td>96</td>
<td>100</td>
<td>100</td>
<td>95</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>85</td>
<td>74</td>
<td>85</td>
<td>79</td>
<td>85</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>37</td>
<td>48</td>
<td>43</td>
<td>39</td>
<td>52</td>
</tr>
<tr class="odd">
<td>Number of student tested</td>
<td>68</td>
<td>50</td>
<td>54</td>
<td>56</td>
<td>61</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td><strong>Subgroup Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>1. African American</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>94</td>
<td>86</td>
<td>100</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>65</td>
<td>36</td>
<td>73</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>24</td>
<td>29</td>
<td>18</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>2. White</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>At or above Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>98</td>
</tr>
<tr class="even">
<td>At or above proficient</td>
<td>94</td>
<td>91</td>
<td>91</td>
<td>79</td>
<td>93</td>
</tr>
<tr class="odd">
<td>At or above Advanced</td>
<td>42</td>
<td>59</td>
<td>48</td>
<td>36</td>
<td>54</td>
</tr>
<tr class="even">
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>District of Columbia Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>67</td>
<td>68</td>
<td>68</td>
<td>73</td>
<td>64</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>32</td>
<td>31</td>
<td>29</td>
<td>32</td>
<td>26</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>8</td>
<td>8</td>
<td>7</td>
<td>8</td>
<td>6</td>
</tr>
</tbody>
</table></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p><strong><u>LAFAYETTE ELEMENTARY SCHOOL</u></strong></p>
<p><strong><u>SAT-9 DATA</u></strong></p>
<p>Grade__5_____ Test__<u>Stanford Achievement
Test--Math</u>_________</p>
<p>Edition/publication year:_<u>9<sup>th</sup> Edition,
Select/1996</u>_______ Publisher: <u>Harcourt</u>______________</p>
<p>What groups were excluded from testing? Why, and how were they
assessed? __<u>None</u>________</p>
<p>_____________________________________________________________________________</p>
<p>Scores are reported here as (check one):
NCEs_<strong><u>_</u></strong>__ Scaled scores ____
Percentiles__X___</p>
<table style="width:100%;">
<colgroup>
<col style="width: 50%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade 5 Math</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td> </td>
<td><strong>2002 - 2003</strong></td>
<td><strong>2001 - 2002</strong></td>
<td><strong>2000 - 2001</strong></td>
<td><strong>1999 - 2000</strong></td>
<td><strong>1998 - 1999</strong></td>
</tr>
<tr class="even">
<td>Testing Month -- April</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>SCHOOL SCORES</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>96</td>
<td>96</td>
<td>98</td>
<td>98</td>
<td>98</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>75</td>
<td>87</td>
<td>83</td>
<td>87</td>
<td>77</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>54</td>
<td>34</td>
<td>31</td>
<td>40</td>
<td>30</td>
</tr>
<tr class="odd">
<td>Number of student tested</td>
<td>48</td>
<td>53</td>
<td>58</td>
<td>55</td>
<td>56</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td><strong>Subgroup Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>1. African American</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>93</td>
<td>85</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>43</td>
<td>69</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>29</td>
<td>23</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>2. White</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>At or above Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above proficient</td>
<td>91</td>
<td>94</td>
<td>90</td>
<td>98</td>
<td>80</td>
</tr>
<tr class="odd">
<td>At or above Advanced</td>
<td>66</td>
<td>42</td>
<td>35</td>
<td>45</td>
<td>36</td>
</tr>
<tr class="even">
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>District of Columbia Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>59</td>
<td>56</td>
<td>59</td>
<td>62</td>
<td>57</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>25</td>
<td>23</td>
<td>23</td>
<td>24</td>
<td>21</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>6</td>
<td>6</td>
<td>6</td>
<td>5</td>
<td>5</td>
</tr>
</tbody>
</table>
<p><strong><u>LAFAYETTE ELEMENTARY SCHOOL</u></strong></p>
<p><strong><u>SAT-9 DATA</u></strong></p>
<p>Grade__6_____ Test__<u>Stanford Achievement
Test--Math</u>_________</p>
<p>Edition/publication year:_<u>9<sup>th</sup> Edition,
Select/1996</u>_______ Publisher: <u>Harcourt</u>______________</p>
<p>What groups were excluded from testing? Why, and how were they
assessed? __<u>None</u>________</p>
<p>_____________________________________________________________________________</p>
<p>Scores are reported here as (check one):
NCEs_<strong><u>_</u></strong>__ Scaled scores ____
Percentiles__X___</p>
<table>
<colgroup>
<col style="width: 49%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade 6 Math</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td> </td>
<td><strong>2002 - 2003</strong></td>
<td><strong>2001 - 2002</strong></td>
<td><strong>2000 - 2001</strong></td>
<td><strong>1999 - 2000</strong></td>
<td><strong>1998 - 1999</strong></td>
</tr>
<tr class="even">
<td>Testing Month -- April</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>SCHOOL SCORES</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>98</td>
<td>96</td>
<td>100</td>
<td>98</td>
<td>98</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>86</td>
<td>75</td>
<td>90</td>
<td>80</td>
<td>79</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>35</td>
<td>36</td>
<td>50</td>
<td>28</td>
<td>40</td>
</tr>
<tr class="odd">
<td>Number of student tested</td>
<td>51</td>
<td>56</td>
<td>58</td>
<td>54</td>
<td>58</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
</tr>
<tr class="odd">
<td><strong>Subgroup Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>1. African American</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>92</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>75</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>17</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
<td>n.a.</td>
</tr>
<tr class="odd">
<td>2. White</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="odd">
<td>At or above Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above proficient</td>
<td>90</td>
<td>84</td>
<td>93</td>
<td>88</td>
<td>91</td>
</tr>
<tr class="odd">
<td>At or above Advanced</td>
<td>47</td>
<td>41</td>
<td>59</td>
<td>33</td>
<td>48</td>
</tr>
<tr class="even">
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td><strong>District of Columbia Scores</strong></td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td>Total -- Percent of students…</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td>At or above Below Basic</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td>At or above Basic</td>
<td>57</td>
<td>57</td>
<td>60</td>
<td>69</td>
<td>69</td>
</tr>
<tr class="odd">
<td>At or above proficient</td>
<td>23</td>
<td>22</td>
<td>23</td>
<td>29</td>
<td>20</td>
</tr>
<tr class="even">
<td>At or above Advanced</td>
<td>6</td>
<td>5</td>
<td>6</td>
<td>7</td>
<td>5</td>
</tr>
</tbody>
</table></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>