##### U.S. Department of Education 

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

**Cover Sheet**

Name of Principal [Mrs. Erin Kominsky]{.underline}

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

Official School Name [Jack L. Weaver Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [11872 Wembley Rd.]{.underline} (If address is
P.O. Box, also include street address)

[Los Alamitos]{.underline} [CA]{.underline} [90720-4589]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(562) 799-4580]{.underline} Fax [(562) 799-4589]{.underline}

Website/URL [losalusd.k12.ca.us]{.underline} E-mail
[erin_kominsky@losalusd.k12.ca.us]{.underline}

![](media/image1.jpeg){width="2.111111111111111in"
height="0.9215277777777777in"}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: February 2, 2004

(Principal's Signature)

Name of Superintendent\* [Mrs. Carol A. Hart]{.underline}

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

District Name [Los Alamitos Unified School District]{.underline}
Telephone [(562) 799-4700]{.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.

![](media/image2.png){width="2.1875in" height="0.3958333333333333in"}

Date:\_[January 30, 2004]{.underline}

(Superintendent's Signature)

Name of School Board Mrs. Lorraine Navarro

President/Chairperson

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

![](media/image3.jpeg){width="3.15625in" height="0.5569444444444445in"}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: [January 30, 2004]{.underline}

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [6]{.underline} Elementary
schools

[2]{.underline} Middle schools

Junior high schools

[1]{.underline} High schools

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

Los Alamitos has one continuation High School

[10]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,188]{.underline}

Average State Per Pupil Expenditure: [\$6,767]{.underline}

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

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

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

4\. [8]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       49        51                     **100**      **7**                             

  **1**       39        40                     **79**       **8**                             

  **2**       45        53                     **98**       **9**                             

  **3**       41        39                     **80**       **10**                            

  **4**       34        39                     **73**       **11**                            

  **5**       25        50                     **75**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   505
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [65.6]{.underline} % White

the students in the school: [1.2]{.underline} % Black or African
American

[15.6]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[5.8%]{.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 12
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        28
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    481
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .005
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    5.8
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [.9%]{.underline}

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

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

Specify languages: Cambodian, Japanese, Korean, Spanish

9\. Students eligible for free/reduced-priced meals: [12%]{.underline}

[63]{.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: [8.95%]{.underline}

[47]{.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.

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

\_\_\_\_Deafness [2]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [1]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [26]{.underline} Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

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

Classroom teachers [22]{.underline} [4]{.underline}

Special resource teachers/specialists [2]{.underline} [4]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ [19]{.underline}

> Support staff [3]{.underline} [1]{.underline}
>
> Total number [28]{.underline} [28]{.underline}

12\. Average school student-"classroom teacher" ratio: [K/3
20:1]{.underline} [4/5 30:1]{.underline}

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

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

  Daily student attendance 98.02%      96.6%       97.5%                   

  Daily teacher attendance 96%         95%         94%                     

  Teacher turnover rate    6%          6%          21%                     

  Student dropout rate     n/a         n/a         n/a                     

  Student drop-off rate    n/a         n/a         n/a                     
  ------------------------ ----------- ----------- ----------- ----------- -----------

**Part III - Summary**

**Weaver School**

**"A Great Place To Learn"**

August 6, 2003 is the first day of school at Jack L. Weaver Elementary,
and the campus is buzzing. By the flagpole, the PTA president is
coordinating her team of parents to take commemorative
first-day-of-school photos. Each of Weaver's 505 students will go home
with his or her own photo memory in their backpacks. Another team of
parent volunteers sets up coffee and cinnamon rolls for Kindergarten
parents who may need a bit of comforting after sending their child off
to school for the very first time. Mr. Danny, our custodian, is busy
placing the finishing touches on the campus. With a warm smile, Rae Ann,
our school office coordinator, is answering questions and checking
forms. Teachers arrived at the crack of dawn to prepare for the day, and
the principal has left personal notes in each classroom applauding the
teachers for their efforts. It is easy to see that the caring and pride
so apparent here on the first day will be equally present throughout the
year.

With the highest test scores in Orange County, Weaver's reputation, has
made it a highly sought after public school of choice. Tucked in the
suburban neighborhood of Rossmoor in the City of Los Alamitos,
California, Weaver is surrounded by single-family homes, tree-lined
streets, and nearby parks. A member of the Los Alamitos Unified School
District, Weaver originally closed in 1983 due to declining enrollment,
but then reopened in 1996 with a new twist. It is the district's
smallest and newest school, but it is also its most unique. Weaver is
the only school that is year-round, providing continuous learning
through a modified calendar, August through June. Weaver has no
attendance boundaries; therefore, every family has chosen this school
for their children. In our first year, 115 students enrolled. Today,
there are 23 regular education classes with 505 students and a waiting
list. Also unique to Weaver was the original assignment of staff.
Teachers with similar philosophies interested in new professional
experiences, leadership opportunities, and collaborative team planning,
joined together to formulate the initial vision. Classified and
certificated staff and parents all worked together to define Weaver's
direction.

The heart of the school's mission centers on rigorous curriculum, high
expectations, skillful staff members, character development, social
responsibility, and family/community partnerships. Weaver is also a hub
for a specialized program for children with autism, with two
certificated teachers and 12 special education instructional aides
coordinating the program of 15 students. Kids Korner, an on-site before
and after school childcare facility, provides nurturing care for over
263 students. Weaver also shares its campus with the district's Child
Development Center. This program services children ages 3-5 in a
pre-school program.

Support staff at Weaver includes a school office coordinator, a part
time psychologist, a speech and language specialist, a part-time Media
Center Specialist along with a part time instructional assistant, a
part-time health clerk, a part-time credentialed music teacher, and a
full-time credentialed Learning Specialist. Two cafeteria workers serve
hot lunches, and five playground supervisors provide both structured
play activities and informal supervision during lunch.

Pride evolves from Weaver's outstanding traditions, achievements and
accomplishments. Weaver is a model school in Orange County for
Cognitively Guided Instruction in math, one of 35 schools nationwide
participating in the Music Intelligence Neural Development (M.I.N.D.)
Institute, a "Class Act" school affiliated with the Orange County
Pacific Symphony, and participates in the Young Author Program sponsored
by Barnes and Noble Bookstore. Weaver is a standards-based school and
has maintained both the highest test scores in the Los Alamitos Unified
School District and in Orange County.

As dedicated child advocates, staff, parents, grandparents, and
community volunteers all take pride in Weaver's fine reputation and help
fulfill our school motto: "A Great Place To Learn."

# PART IV - INDICATORS OF ACADEMIC SUCCESS

**[1. DESCRIPTION OF THE MEANING OF THE SCHOOL'S ASSESSMENT
RESULTS]{.underline}**

Six years ago, the State of California instituted mandated yearly
student assessments as part of the State Testing and Reporting System
(STAR). Under the umbrella of the STAR program, both norm-referenced and
standards-based state criterion referenced assessments are administered
to all 2-11^th^ grade students each spring. The norm-referenced test
originally selected for administration was the Stanford Achievement
Test, ninth version (SAT 9), while the criterion referenced test used is
the California Standards Test (CST). Long-range plans for the STAR
included a gradual phase-in of a larger proportion of the CST. Plans
also called for changing the norm-referenced assessment every five
years. Last year, students were assessed on the California Achievement
Test, sixth version (CAT 6) instead of the SAT 9. A year after the STAR
program was instituted, an Academic Performance Index (API) was
initiated. Every school in California is given a yearly API based on
student performance scores on the mandated assessments. The score, which
can range from 200 to 1000, is derived through a mathematical formula.
Student performance is calculated on two required measures: the number
of students performing in each quintile from the 1^st^ to the 99^th^
percentile, and the number of students performing in each quintile from
Far Below Basic to Advanced. The state set the goal of achieving at
least an 800 API score for every school. Weaver's API scores continue to
improve each year. We began with an API score of **846** (1998-99) and
continue to show growth with current scores at **939** (2002-03).
Weaver's high assessment scores are the result of a professional
learning community and the belief in a continuous improvement model.

At Weaver, assessment is no longer the test that culminates the school
year; instead, it gives us the starting point for school planning, staff
development and identifying students who need extra help. The goals of
our comprehensive school-wide assessment program are to meet and exceed
state and grade level standards and to measure program effectiveness. We
begin by asking three questions of ourselves: "What do we want students
to know? How will we know that they've learned it?,"and what will we do
if they haven't learned it?" Weaver teachers use multiple measures to
assess student learning, including STAR testing, required district
standards-based benchmark assessments, and teacher-designed informal
assessments.

At the beginning of each year, the Weaver staff spends many hours
analyzing the test data. A specific item analysis is conducted by each
grade level team in order to monitor immediate as well as long-term
patterns in student performance. Ongoing analysis throughout the year
yields information on how instruction should improve student learning.
The staff is committed to on-going efforts to rethink current practices,
reflect on current research, examine school structures, and challenge
long-standing traditions to ensure maximal learning.

Standards apply to all students, even those who may have a history of
low performance. Weaver teachers differentiate their instruction in
order to move students toward competency. When data from student work is
compared to grade level expectations, state standards and performance
standards, we can readily determine if a child is making expected growth
in all areas or if modification of instruction is needed. In our
analysis of data, we focus on those students performing in the bottom
quintile. Our goal is to differentiate the instruction in order to move
these low performing students out of the "far below basic," "below
basic," and "basic" quintile of achievement. As indicated in the
included tables (see addendum), all students at Weaver have moved out of
the bottom performing quintile. We continue to focus our efforts for
students performing in the "below basic" and "basic" categories.
Teachers make instructional decisions based on their knowledge of
assessment results and effective instructional practices.

Socio-economically disadvantaged groups do not comprise sufficient
numbers to be part of Weaver School's assessment results. The "White
(Not of Hispanic Origin)" ethnic/racial group comprises sufficient
numbers to be statistically significant.

**[2. HOW THE SCHOOL USES ASSESSMENT DATA TO UNDERSTAND AND IMPROVE
SCORES]{.underline}**

Beginning in August, assessment results are compiled annually by
Dataworks educational service. Data is divided by multiple measures
(school), individual assessments, API summary reports, students meeting
grade level standards, students meeting only one grade level standard,
students not meeting grade level standards, STAR results, and prior year
comparisons. The principal first completes a thorough analysis of both
individual and grade level achievement. Time is set aside during the
first month of school for the staff to discuss and analyze total school
assessment trends and to identify specific skill areas of relative
strength and weakness. The staff develops an action plan for
improvement. The plan is incorporated into our school plan as well as
grade level goals. Grade level teams plan their yearly curriculum
calendar around the identified areas of focus to ensure that pacing will
allow for instruction of standards, re-teaching and extension
activities. Throughout the year, grade level teams meet weekly to plan
and discuss student work and progress. Professional dialogue includes
brainstorming ideas to address difficult concepts and offer strategies
to increase student achievement.

Each teacher reviews individual results for his/her students, and plans,
teaches and assesses according to students' needs. Assessments are
frequent, on-going, and drive the curriculum at Weaver. All teachers are
required to share class records of achievement and progress as part of
individual Fall Planning and Spring Review with the principal and
Learning Specialist. Teachers use entry-level disaggregated assessment
data to establish goals to meet the needs of all students including the
limited English, at risk, and high achieving students. Achievement goals
are set for each student. We monitor progress on an on-going basis.
Intervention plans for students identified as being at risk of not
meeting grade level standards are developed by the teacher, principal,
specialists and parents. The principal keeps a record book of student
achievement and works closely with the classroom teachers to monitor
students' growth throughout the year. Summative assessment measures
whether or not students have achieved the goals defined by the
standards. The assessment cycle continues into the next school year.

**[3. HOW THE SCHOOL COMMUNICATES STUDENT PERFORMANCE TO PARENTS,
STUDENTS AND THE COMMUNITY.]{.underline}**

Each year, Weaver parent surveys reflect that communication is a
strength. One hundred percent of our parents attend parent-teacher
conferences. There are numerous avenues for sharing information, all of
which enhance parent-teacher-student communication and awareness of
curriculum and assessment. These communication methods include monthly
school newsletters from the principal and weekly updates from the PTA
and individual teachers. Along with these are Kindergarten welcome
conferences, parent-teacher conferences, Back to School Night, Open
House, School Site Council, PTA and Friends of Weaver meetings. Teachers
have daily communication logs that go from school to home. Take Home
Thursday packets provide parents with up to date information. The
principal shares overall student performance results through parent
information nights, newspaper interviews, televised school program
presentations to the Board of Education, and school tours. During the
summer, the district mails home individual state assessment reports and
also provides a series of pamphlets on how to interpret these results.

Students are made aware of how they are progressing through comments and
grades on daily papers, teacher conferences, progress reports and report
cards. Students learn to evaluate their own work and that of their peers
through rubrics and editing models. Superior effort and performance is
recognized throughout the school with such programs as Good Citizens,
Random Act of Kindness, Most Improved Student, and our Barnes and Noble
Young Author Awards.

The school community is kept abreast of student performance, and a
detailed annual School Report Card is made available to all parents and
community members. The principal responds to every e-mail inquiring
about Weaver's academic success. The school website has information
regarding our student achievement and has attracted many families
nationwide.

**[4. HOW THE SCHOOL WILL SHARE ITS SUCCESSES WITH OTHER
SCHOOLS]{.underline}**

For the last two years, Weaver School has had the highest academic
scores for all schools in Orange County. The publication of our scores
has created a tremendous interest from surrounding schools and
districts. Many district office superintendents, school site principals,
and classroom teachers have visited Weaver. The Weaver staff is
delighted to share their best practices with these visitors. To date, we
have hosted well over 100 visitors from twelve different districts. Each
visitation is led by the school principal and Learning Specialist. In
order to best meet the needs for their professional development,
specific curricular areas and instructional strategies for observation
are pre-selected by visiting school personnel. Following each visit,
guests are invited to participate in a professional dialogue with the
principal.

As part of the district staff development sessions, Weaver teachers are
often asked to share their expertise in helping students to meet or
exceed the state standards. Weaver teacher representatives give valuable
input to the district Curriculum Steering Committee, as well as textbook
adoption and assessment committees. Teachers serve as consultants for
the Orange County Department of Education and have presented "best
practices" at national conferences. Weaver School currently serves as a
model site for Cognitively Guided Instruction in math and for our
special education program for children with autism. Weaver kindergarten
teachers have been asked to share examples of effective kindergarten
instruction with district pre-school teachers in order to assure
coordination of skills. The Weaver principal has been a presenter for
the district and local community groups, and hosts "Principal
walk-throughs" with visiting administrators seeking new ideas for
improving achievement.

**[PART V - CURRICULUM AND INSTRUCTION]{.underline}**

1.  **[DESCRIPTION OF THE SCHOOL'S CURRICULUM]{.underline}**

Every student at Weaver Elementary School has access to a rigorous,
comprehensive curriculum which meets state standards, district goals,
and school-wide expectations. Staff members, families, and community
members use discussion and surveys to reach consensus on the school's
vision about what students are expected to learn. Carefully crafted
instruction in the core subjects of reading, writing, mathematics,
science and social studies is balanced with fine arts, physical
education, technology and character education. Daily schedules at every
grade build in long instructional blocks of time, with maximum emphasis
on bell-to-bell instruction. Unnecessary interruptions are minimized.

Weaver uses both the State and District Board-adopted Houghton Mifflin
Language Arts and Mathematics programs, and the Harcourt Brace Science
program. All of these materials were selected by district teacher
committees after careful review of state-approved programs and were
chosen because of their balanced approach and strict adherence to state
standards. The programs provide an abundance of materials for teachers,
allowing them to meet diverse learner needs. The district provides
explicit training on the use of the programs, which spirals learning
from year to year, incorporates review that reinforces concepts, and
provides multiple extension activities. Weaver teachers use knowledge of
current research and best teaching practices as they design
instructional lessons in the core subject areas. The District Curriculum
Steering Committee provides further guidance by creating a forum for
professional consensus on state standards, the core curriculum, and
analysis of student results. Teachers also utilize curriculum which
augments and enriches the standards. A few examples include Cognitively
Guided Instruction (CGI) and Music Intelligence Neural Development
(M.I.N.D.) for math, Junior Great Books in reading, fifth grade outdoor
science school week which supports and extends the students' science
experiences, and a partnership with Barnes and Noble Bookstore which
connects our writing program with a celebration of Young Authors.

Beyond the core standards-based curriculum, there are numerous programs
available to students. Specialists in computer technology, music, GATE,
Reading Recovery, and special education provide every student with a
well-rounded, comprehensive program. The Media Specialist works with
classroom teachers to instruct students in all areas of information
retrieval and computer literacy. Students in grades 2-5 participate in
M.I.N.D. Institute lessons each week. "Meet the Masters," an art
appreciation program, enables students to study five artists each year,
while creating their own pieces in the style of the designated artist.
The school music specialist provides weekly experiences in singing,
playing instruments, and music theory. Students in grades 2-5 attend
piano keyboard classes each week. Weaver is one of thirty schools
participating in the Pacific Symphony Class Act Program. Each year, a
resident musician is assigned to our campus to work with students K-5.
Students learn about the musician's instrument, his/her place in the
orchestra, and the music of a highlighted composer for the year. The
culminating experience for Class Act is a trip to the symphony for all
Weaver students. Throughout the year, students also have the opportunity
to attend classes after school in Spanish, Science, Instrumental Music
and Chess. These classes are parent paid, with scholarships available to
those in need.

> **[2. DESCRIPTION OF THE SCHOOL'S READING PROGRAM]{.underline}**

Weaver teachers believe that students learn to read through systematic,
explicit phonics instruction balanced with consistent daily
guided-reading opportunities. By working in print-rich classrooms with
an abundance of literature available to them, students become motivated
readers, writers, listeners and speakers. Weaver uses the
district-adopted Houghton Mifflin Language Arts series. The program
aligns with the State Content and Performance Standards and is
researched based. Teachers frequently use read-alouds, shared reading,
guided instruction and independent self-selected reading. "Accelerated
Reader," a computer-based comprehension program, is used in conjunction
with self-selected reading books. There is a gradual shift from
"learning to read" to "reading to learn" along with an emphasis on
increasing fluency and comprehension skills. All students participate in
extended critical analysis of literature. Instructional groups are
flexible and focus on comprehension, vocabulary, decoding skills and
reciprocal teaching strategies.

Writing is part of the daily school experience. All staff has received
training in the "Step Up To Writing" model. Students have formal and
informal speaking opportunities including in-class sharing, school-wide
flag ceremonies, performances, oral presentations, and Open Mic night at
a Barnes and Noble Bookstore. A school-wide reading incentive program
has students reading well over two million minutes each year. Money from
the California Governor's Reading Award in 2002 was used to construct a
butterfly reading garden on the campus which is used regularly by
students, staff and parents.

Student progress in reading is continually monitored. At risk readers
receive additional support through small group clinics, Reading
Recovery, cross-age buddies, Lindamood-Bell strategies, and Summer
Academy attendance. Students who are proficient readers are provided
with numerous opportunities to extend their skills. The staff is proud
of its reading program and the measurable successes we have observed.
Based on current assessment data (Spring 2003), 89% of Weaver's K-5
students meet or exceed grade level standards in language arts, 10%
perform at the basic, and 1% perform below basic.

**[3. DESCRIPTION OF HOW THE SCHOOL MATH PROGRAM RELATES TO ESSENTIAL
SKILLS AND KNOWLEDGE]{.underline}**

The math program at Weaver clearly supports the school's mission of
providing a comprehensive instructional experience which meets every
child's needs. The mathematics curriculum is directly aligned with the
California Standards and framework. The foundation of the classroom
program is the Houghton Mifflin Math Series, and state and local
textbook funds have provided each teacher with a complete set of grade
level materials. Extensive training has been given to the teachers, and
professional dialogue is on going. Weaver's math program exemplifies our
commitment to content improvements. Input from our site's assessment
analysis outlined concerns in problem solving and spatial relations. The
Weaver staff volunteered to receive training in Cognitively Guided
Instruction (CGI). CGI is a standards-based educational philosophy built
on over twenty years of research (Fennehma, Carpenter) and is applied to
the content area of mathematics. It focuses on problem solving through a
variety of problem types and solution strategies. Teachers observe
students as they problem solve and make instructional decisions based on
their knowledge of individual students' thinking. An intensive five-day
workshop followed by several years of one-on-one peer coaching and
continual professional contact is provided for every teacher at Weaver.
Weaver is the model site for CGI training in Orange County.

To address the need for increased instruction in spatial relations, the
Music Intelligence Neural Development (M.I.N.D.) Institute program,
developed for grades 2-5 has been implemented at Weaver. It focuses on
developing high-level math skills through software and music training.
M.I.N.D. enhances five basic math concepts: proportional math,
fractions, symmetry, graphs and pre-algebra. Students participate each
week in two 45-minute sessions in the piano lab and two 45-minute
sessions on the computer. Individual student performance is sent via
Internet to the Institute. Data is analyzed and returned in reports for
teachers to help guide instruction and individual achievement. Weaver is
one of 37 schools in the nation participating in this program. We
continue to show growth in math achievement with recent data (Spring
2003) indicating that 91% of students scored at the advanced or
proficient levels, while 7% performed at the basic level and only 2%
scored below basic.

4.  **[DESCRIPTION OF THE INSTRUCTIONAL METHODS USED TO IMPROVE STUDENT
    LEARNING]{.underline}**

Weaver operates a multi-layered support program based on the beliefs
that academic success is dependent upon reading proficiency and that
early intervention is far more effective than later remediation.
Recommendation No. 2 of the California Reading Task Force states,
"teachers must have a repertoire of diagnostic tools to monitor and
modify instruction continuously to ensure every child's optimal
development."

To promote student learning at Weaver, the standards-based core
curriculum is taught using explicit, systematic teacher-directed
lessons. Assessment is continual. Learning groups may be large or small,
heterogeneous or homogeneous. Teachers use multiple modalities to meet
the needs of all learning styles. Class size is limited to 20 students
in K-3. In fourth and fifth grades, class size is reduced at least twice
each week through the use of physical education instructors who take
half the class so that the teacher may work more intensively with the
remaining students.

Children who experience obstacles to their success are first referred to
our Student Study Team. We evaluate students referred to the team and
form action plans. Our discussions include topics of academic, social
and emotional concerns, as well as attendance, health, organizational
and study skills. Recommendations for action may include small group
instruction, Reading Recovery, peer tutoring, after school clinics,
occupational therapy, English Language development, counseling,
behavioral contracts, modified instructional strategies and increased
home to school communication.

Weaver teachers are masters at differentiated instruction. Lessons in
math and reading include strategies to meet the needs of both high
achievers and struggling learners. Strategies such as CGI, non-verbal
portions of M.I.N.D., and small group directed lessons enable every
child to succeed.

5\. **[DESCRIBE THE SCHOOL'S PROFESSIONAL DEVELOPMENT PROGRAM AND IMPACT
ON STUDENT ACHIEVEMENT]{.underline}**

*"It was exciting to visit every classroom at Weaver. There I saw
incredible planning on the part of the teachers, articulation from one
grade level to the next, and student achievement beyond expectation. If
we could clone your staff and have them teach at other schools
throughout the state, California would have the best scores in the
nation."-*William M. Habermehl, Orange County Superintendent of Schools

The main goal of the professional development program at Weaver is to
prepare teachers to help students achieve standards. Specific
comprehensive, long-range staff development plans are designed through
the analysis of student assessment data. Professional development begins
with the District Curriculum Steering Committee, where assessment for
the entire district is analyzed and various topics for staff development
are generated. Topics are designed to improve student achievement,
engage and support student learning, provide content skills and
pedagogy, and utilize assessment data to guide instruction.

Weaver's teachers have 2 1/2 hours weekly of release time for common
grade level planning. It is used to collaboratively discuss
standards-based lessons, score assessments, analyze results, and plan
for the next steps to ensure that students meet grade level standards.
District-wide grade level meetings allow for the sharing of effective
strategies, as well as discussion of practices to improve student
learning.

Most impressive, Weaver has a fully implemented peer coaching program,
which helps ensure that new strategies are integrated into the classroom
(Joyce, Showers). A roving substitute is hired twice each month to allow
teachers to observe their colleagues and 100% of the staff participates.
Peer observation has been one of the most successful ongoing
professional development activities because time is organized for
follow-up discussions and feedback. Weaver staff participates in
frequent peer coaching and professional dialogue for CGI development.
Professional dialogue meetings are held after school and teachers are
invited to bring work samples to share. These activities continue to
provide teachers with the chance to grow professionally as they
collaborate and participate in in-depth discussions about teaching
strategies, lesson design, and differentiation of instruction that has a
clear and direct impact on student achievement.

**PART VII ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED STUDENT TEST DATA**

**English Language Arts**

**Test Administered: California Standards Test (CST)**

**Grades:** 2-5 **Subject:** English and Language Arts **Test:**
California Standards Test (CST)

**Publisher:** Educational Testing Service

**What groups were excluded from testing? Why, and how were they
assessed?**

No group of students is excluded from assessment. Special needs students
excluded due to their handicapping condition or significant cognitive
disability have this stated in their IEP (Individualized Educational
Plan). Such students are assessed using the California Alternate
Performance Assessment (CAPA). In addition, parents have the right to
opt their student out from state testing. In this circumstance they must
provide the school with written notification. Students who are absent
during the state testing period are given opportunities to make up
missed tests.

**Explain the standards for basic, proficient, and advanced:** Students
who score at the proficient level achieve a score within 60% - 70%
correct range.

**GRADE 2**

+------------------------------+--------+-------+-------+------------+
| **General Data**             | **200  | *     | *     |            |
|                              | 2-03** | *2001 | *2000 |            |
|                              |        | -02** | -01** |            |
+------------------------------+--------+-------+-------+------------+
| Testing Month                | Apr    | April | May   |            |
|                              | il/May |       |       |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Tested       | 79     | 60    | 73    |            |
+------------------------------+--------+-------+-------+------------+
| \% of Enrollment Tested      | 99%    | 82%   | 96%   |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Not Tested   | 1      | 13    | 3     |            |
+------------------------------+--------+-------+-------+------------+
| Percent of Enrollment Not    | 1%     | 8%    | 4%    |            |
| Tested                       |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| **School Scores**            |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 402.7  | 390.0 | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At Advanced               | 54%    | 40%   | 47%   | State      |
|                              |        |       |       |            |
|                              |        |       |       | Benchmark  |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 87%    | 82%   | 83%   |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Basic         | 97%    | 95%   | 95%   |            |
+------------------------------+--------+-------+-------+------------+
| \% Below Basic               | 3%     | 5%    | 3%    |            |
+------------------------------+--------+-------+-------+------------+
| \% Far Below Basic           | 0%     | 0%    | 3%    |            |
+------------------------------+--------+-------+-------+------------+
| **Sub Group -** **White      |        |       |       |            |
| (Non-Hispanic)**             |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Tested       | 55     | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% of Enrollment             | 69%    | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 407.4  | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 93%    |       |       |            |
+------------------------------+--------+-------+-------+------------+
| **STATE COMPARATIVE SCORES** |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 332.2  | 324.1 | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At Advanced               | 12%    | 9%    | 10%   |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 36%    | 32%   | 32%   | Benchmark  |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Basic         | 68%    | 63%   | 61%   |            |
+------------------------------+--------+-------+-------+------------+

\* - Data not available from the State as of 2/4/04

**STATE CRITERION-REFERENCED STUDENT TEST DATA**

**English Language Arts**

**Test Administered: California Standards Test (CST)**

**GRADE 3**

+------------------------------+--------+-------+-------+------------+
| **General Data**             | **200  | *     | *     |            |
|                              | 2-03** | *2001 | *2000 |            |
|                              |        | -02** | -01** |            |
+------------------------------+--------+-------+-------+------------+
| Testing Month                | Apr    | April | May   |            |
|                              | il/May |       |       |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Tested       | 72     | 80    | 71    |            |
+------------------------------+--------+-------+-------+------------+
| \% of Enrollment Tested      | 100%   | 100%  | 96%   |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Not Tested   | 0      | 0     | 3     |            |
+------------------------------+--------+-------+-------+------------+
| Percent of Enrollment Not    | 0%     | 0%    | 96%   |            |
| Tested                       |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| **School Scores**            |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 392.4  | 402.4 | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At Advanced               | 43%    | 49%   | 32%   | State      |
|                              |        |       |       |            |
|                              |        |       |       | Benchmark  |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 78%    | 89%   | 78%   |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Basic         | 97%    | 97%   | 98%   |            |
+------------------------------+--------+-------+-------+------------+
| \% Below Basic               | 3%     | 3%    | 1%    |            |
+------------------------------+--------+-------+-------+------------+
| \% Far Below Basic           | 0%     | 1%    | 0%    |            |
+------------------------------+--------+-------+-------+------------+
| **Sub Group -** **White      |        |       |       |            |
| (Non-Hispanic)**             |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Tested       | 51     | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% of Enrollment             | 71%    | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 396.3  | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 82%    |       |       |            |
+------------------------------+--------+-------+-------+------------+
| **STATE COMPARATIVE SCORES** |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 323.9  | 323.5 | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At Advanced               | 10%    | 11%   | 9%    |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 33%    | 34%   | 30%   | Benchmark  |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Basic         | 63%    | 62%   | 59%   |            |
+------------------------------+--------+-------+-------+------------+

\* - Data not available from the state as of 2/4/04

**STATE CRITERION-REFERENCED STUDENT TEST DATA**

**English Language Arts**

**Test Administered: California Standards Test (CST)**

+------------------------------+--------+-------+-------+------------+
| **General Data**             | **200  | *     | *     |            |
|                              | 2-03** | *2001 | *2000 |            |
|                              |        | -02** | -01** |            |
+------------------------------+--------+-------+-------+------------+
| Testing Month                | Apr    | April | May   |            |
|                              | il/May |       |       |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Tested       | 73     | 66    | 56    |            |
+------------------------------+--------+-------+-------+------------+
| \% of Enrollment Tested      | 100%   | 97%   | 100%  |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Not Tested   | 0      | 2     | 0     |            |
+------------------------------+--------+-------+-------+------------+
| Percent of Enrollment Not    | 0%     | 3%    | 0%    |            |
| Tested                       |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| **School Scores**            |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 411.1  | 392.2 | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At Advanced               | 66%    | 50%   | 38%   | State      |
|                              |        |       |       |            |
|                              |        |       |       | Benchmark  |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 96%    | 91%   | 76%   |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Basic         | 100%   | 100%  | 100%  |            |
+------------------------------+--------+-------+-------+------------+
| \% Below Basic               | 0%     | 0%    | 0%    |            |
+------------------------------+--------+-------+-------+------------+
| \% Far Below Basic           | 0%     | 0%    | 0%    |            |
+------------------------------+--------+-------+-------+------------+
| **Sub Group -** **White      |        |       |       |            |
| (Non-Hispanic)**             |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Tested       | 46     | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% of Enrollment             | 63%    | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 419.3  | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 100%   |       |       |            |
+------------------------------+--------+-------+-------+------------+
| **STATE COMPARATIVE SCORES** |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 339    | 332.9 | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At Advanced               | 15%    | 14%   | 11%   |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 39%    | 36%   | 33%   | Benchmark  |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Basic         | 74%    | 71%   | 66%   |            |
+------------------------------+--------+-------+-------+------------+

**GRADE 4**

\* - Data not available from the state as of 2/4/04

**STATE CRITERION-REFERENCED STUDENT TEST DATA**

**English Language Arts**

**Test Administered: California Standards Test (CST)**

**GRADE 5**

+------------------------------+--------+-------+-------+------------+
| **General Data**             | **200  | *     | *     |            |
|                              | 2-03** | *2001 | *2000 |            |
|                              |        | -02** | -01** |            |
+------------------------------+--------+-------+-------+------------+
| Testing Month                | Apr    | April | May   |            |
|                              | il/May |       |       |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Tested       | 66     | 54    | 18    |            |
+------------------------------+--------+-------+-------+------------+
| \% of Enrollment Tested      | 100%   | 98%   | 100%  |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Not Tested   | 0      | 1     | 0     |            |
+------------------------------+--------+-------+-------+------------+
| Percent of Enrollment Not    | 0%     | 2%    | 0%    |            |
| Tested                       |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| **School Scores**            |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 389.5  | 380.2 | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At Advanced               | 42%    | 35%   | 11%   | State      |
|                              |        |       |       |            |
|                              |        |       |       | Benchmark  |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 92%    | 76%   | 50%   |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Basic         | 100%   | 98%   | 100%  |            |
+------------------------------+--------+-------+-------+------------+
| \% Below Basic               | 0%     | 2%    | 0%    |            |
+------------------------------+--------+-------+-------+------------+
| \% Far Below Basic           | 0%     | 0%    | 0%    |            |
+------------------------------+--------+-------+-------+------------+
| **Sub Group -** **White      |        |       |       |            |
| (Non-Hispanic)**             |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| No. of Students Tested       | 50     | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% of Enrollment             | 76%    | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 388.0  | \*    | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 92%    |       |       |            |
+------------------------------+--------+-------+-------+------------+
| **STATE COMPARATIVE SCORES** |        |       |       |            |
+------------------------------+--------+-------+-------+------------+
| Mean Scaled Score            | 332.0  | 327.7 | \*    |            |
+------------------------------+--------+-------+-------+------------+
| \% At Advanced               | 10%    | 9%    | 7%    |            |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Proficient    | 36%    | 31%   | 28%   | Benchmark  |
+------------------------------+--------+-------+-------+------------+
| \% At or Above Basic         | 72%    | 71%   | 66%   |            |
+------------------------------+--------+-------+-------+------------+

\* - Data not available from the State as of 2/4/04

**STATE CRITERION-REFERENCED STUDENT TEST DATA**

**Mathematics**

**Test Administered: California Standards Test (CST)**

**GRADE 2**

+----------------------------------+---------+--------+--------------+
| **General Data**                 | **20    | **200  |              |
|                                  | 02-03** | 1-02** |              |
+----------------------------------+---------+--------+--------------+
| Testing Month                    | Ap      | April  |              |
|                                  | ril/May |        |              |
+----------------------------------+---------+--------+--------------+
| No. of Students Tested           | 79      | 73     |              |
+----------------------------------+---------+--------+--------------+
| \% of Enrollment Tested          | 99%     | 100%   |              |
+----------------------------------+---------+--------+--------------+
| No. of Students Not Tested       | 1       | 0      |              |
+----------------------------------+---------+--------+--------------+
| Percent of Enrollment Not Tested | 1%      | 0%     |              |
+----------------------------------+---------+--------+--------------+
| **School Scores**                |         |        |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 449.6   | 434.8  |              |
+----------------------------------+---------+--------+--------------+
| \% At Advanced                   | 68%     | 56%    | State        |
|                                  |         |        |              |
|                                  |         |        | Benchmark    |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 96%     | 32%    |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Basic             | 99%     | 99%    |              |
+----------------------------------+---------+--------+--------------+
| \% Below Basic                   | 1%      | 1%     |              |
+----------------------------------+---------+--------+--------------+
| \% Far Below Basic               | 0%      | 0%     |              |
+----------------------------------+---------+--------+--------------+
| **Sub Group: White               |         |        |              |
| (Non-Hispanic)**                 |         |        |              |
+----------------------------------+---------+--------+--------------+
| Students Tested                  | 55      | \*     |              |
+----------------------------------+---------+--------+--------------+
| \% of Enrollment                 | 69%     | \*     |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 545.1   | \*     |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 96%     | \*     |              |
+----------------------------------+---------+--------+--------------+
| **STATE COMPARATIVE SCORES**     |         |        |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 356.7   | 342.7  |              |
+----------------------------------+---------+--------+--------------+
| \% At Advanced                   | 24%     | 16%    |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 53%     | 43%    | Benchmark    |
+----------------------------------+---------+--------+--------------+
| \% At or Above Basic             | 76%     | 68%    |              |
+----------------------------------+---------+--------+--------------+

\* - Data not available from the State as of 2/4/04

**STATE CRITERION-REFERENCED STUDENT TEST DATA**

**Mathematics**

**Test Administered: California Standards Test (CST)**

GRADE 3

+----------------------------------+---------+--------+--------------+
| **General Data**                 | **20    | **200  |              |
|                                  | 02-03** | 1-02** |              |
+----------------------------------+---------+--------+--------------+
| Testing Month                    | Ap      | April  |              |
|                                  | ril/May |        |              |
+----------------------------------+---------+--------+--------------+
| No. of Students Tested           | 72      | 79     |              |
+----------------------------------+---------+--------+--------------+
| \% of Enrollment Tested          | 100%    | 99%    |              |
+----------------------------------+---------+--------+--------------+
| No. of Students Not Tested       | 0       | 1      |              |
+----------------------------------+---------+--------+--------------+
| Percent of Enrollment Not Tested | 0%      | 99%    |              |
+----------------------------------+---------+--------+--------------+
| **School Scores**                |         |        |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 422.7   | 411.9  |              |
+----------------------------------+---------+--------+--------------+
| \% At Advanced                   | 54%     | 49%    | State        |
|                                  |         |        |              |
|                                  |         |        | Benchmark    |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 86%     | 87%    |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Basic             | 96%     | 97%    |              |
+----------------------------------+---------+--------+--------------+
| \% Below Basic                   | 4%      | 3%     |              |
+----------------------------------+---------+--------+--------------+
| \% Far Below Basic               | 0%      | 0%     |              |
+----------------------------------+---------+--------+--------------+
| **Sub Group: White               |         |        |              |
| (Non-Hispanic)**                 |         |        |              |
+----------------------------------+---------+--------+--------------+
| Students Tested                  | 51      | \*     |              |
+----------------------------------+---------+--------+--------------+
| \% of Enrollment                 | 71%     | \*     |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 430.8   | \*     |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 92%     |        |              |
+----------------------------------+---------+--------+--------------+
| **STATE COMPARATIVE SCORES**     |         |        |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 344.3   | 331.6  |              |
+----------------------------------+---------+--------+--------------+
| \% At Advanced                   | 19%     | 12%    |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 46%     | 38%    | Benchmark    |
+----------------------------------+---------+--------+--------------+
| \% At or Above Basic             | 71%     | 65%    |              |
+----------------------------------+---------+--------+--------------+

\* - Data not available from the State as of 2/4/04

**STATE CRITERION-REFERENCED STUDENT TEST DATA**

**Mathematics**

**Test Administered: California Standards Test (CST)**

GRADE 4

+----------------------------------+---------+--------+--------------+
| **General Data**                 | **20    | **200  |              |
|                                  | 02-03** | 1-02** |              |
+----------------------------------+---------+--------+--------------+
| Testing Month                    | Ap      | April  |              |
|                                  | ril/May |        |              |
+----------------------------------+---------+--------+--------------+
| No. of Students Tested           | 73      | 68     |              |
+----------------------------------+---------+--------+--------------+
| \% of Enrollment Tested          | 100%    | 100%   |              |
+----------------------------------+---------+--------+--------------+
| No. of Students Not Tested       | 0       | 0      |              |
+----------------------------------+---------+--------+--------------+
| Percent of Enrollment Not Tested | 0%      | 0%     |              |
+----------------------------------+---------+--------+--------------+
| **School Scores**                |         |        |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 416.6   | 396.2  |              |
+----------------------------------+---------+--------+--------------+
| \% At Advanced                   | 62%     | 35%    | State        |
|                                  |         |        |              |
|                                  |         |        | Benchmark    |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 96%     | 88%    |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Basic             | 99%     | 100%   |              |
+----------------------------------+---------+--------+--------------+
| \% Below Basic                   | 1%      | 0%     |              |
+----------------------------------+---------+--------+--------------+
| \% Far Below Basic               | 0%      | 0%     |              |
+----------------------------------+---------+--------+--------------+
| **Sub Group: White               |         |        |              |
| (Non-Hispanic)**                 |         |        |              |
+----------------------------------+---------+--------+--------------+
| Students Tested                  | 46      | \*     |              |
+----------------------------------+---------+--------+--------------+
| \% of Enrollment                 | 63%     | \*     |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 418.2   | \*     |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 100%    | \*     |              |
+----------------------------------+---------+--------+--------------+
| **STATE COMPARATIVE SCORES**     |         |        |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 343.6   | 332.4  |              |
+----------------------------------+---------+--------+--------------+
| \% At Advanced                   | 18%     | 13%    |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 45%     | 37%    | Benchmark    |
+----------------------------------+---------+--------+--------------+
| \% At or Above Basic             | 72%     | 67%    |              |
+----------------------------------+---------+--------+--------------+

\* - Data not available from the State as of 2/4/04

**STATE CRITERION-REFERENCED STUDENT TEST DATA**

**Mathematics**

**Test Administered: California Standards Test (CST)**

GRADE 5

+----------------------------------+---------+--------+--------------+
| **General Data**                 | **20    | **200  |              |
|                                  | 02-03** | 1-02** |              |
+----------------------------------+---------+--------+--------------+
| Testing Month                    | Ap      | April  |              |
|                                  | ril/May |        |              |
+----------------------------------+---------+--------+--------------+
| No. of Students Tested           | 66      | 54     |              |
+----------------------------------+---------+--------+--------------+
| \% of Enrollment Tested          | 100%    | 98%    |              |
+----------------------------------+---------+--------+--------------+
| No. of Students Not Tested       | 0       | 1      |              |
+----------------------------------+---------+--------+--------------+
| Percent of Enrollment Not Tested | 0%      | 2%     |              |
+----------------------------------+---------+--------+--------------+
| **School Scores**                |         |        |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 400.7   | 386.4  |              |
+----------------------------------+---------+--------+--------------+
| \% At Advanced                   | 26%     | 26%    | State        |
|                                  |         |        |              |
|                                  |         |        | Benchmark    |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 85%     | 43%    |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Basic             | 99%     | 95%    |              |
+----------------------------------+---------+--------+--------------+
| \% Below Basic                   | 2%      | 6%     |              |
+----------------------------------+---------+--------+--------------+
| \% Far Below Basic               | 0%      | 0%     |              |
+----------------------------------+---------+--------+--------------+
| **Sub Group: White               |         |        |              |
| (Non-Hispanic)**                 |         |        |              |
+----------------------------------+---------+--------+--------------+
| Students Tested                  | 50      | \*     |              |
+----------------------------------+---------+--------+--------------+
| \% of Enrollment                 | 76%     | \*     |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 394.2   | \*     |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 84%     | \*     |              |
+----------------------------------+---------+--------+--------------+
| **STATE COMPARATIVE SCORES**     |         |        |              |
+----------------------------------+---------+--------+--------------+
| Mean Scaled Score                | 332.1   | 322.5  |              |
+----------------------------------+---------+--------+--------------+
| \% At Advanced                   | 10%     | 7%     |              |
+----------------------------------+---------+--------+--------------+
| \% At or Above Proficient        | 35%     | 29%    | Benchmark    |
+----------------------------------+---------+--------+--------------+
| \% At or Above Basic             | 61%     | 59%    |              |
+----------------------------------+---------+--------+--------------+

\* - Data not available from the State as of 2/4/04

**NATIONAL NORM-REFERENCED STUDENT TEST DATA**

**Mathematics**

**Test Administered: Stanford Achievement Test, Ninth Edition (SAT9),
Harcourt, Inc, publisher**

**Reporting Percentile Scores**

**What groups were excluded from testing? Why, and how were they
assessed?**

No group of students is excluded from assessment. Any special needs
students excluded have this stated in their IEP (Individualized
Educational Plan) and are assessed using the California Alternate
Performance Assessment (CAPA). In addition, parents have the right to
opt their student out of state testing by providing the school with
written notification. Students who are absent during the state testing
period are given opportunities to make up missed tests.

**GRADE 2**

  ---------------------------- ------------- ------------- ------------- -------------------
  **General Data**             **2000-01**   **1999-00**   **1998-99**   

  Testing Month                May           April         April         

  No. of Students Tested       73            77            66            

  \% of Enrollment Tested      96%           96%           99%           

  No. of Students Not Tested   3             3             1             

  \% of Enrollment Not Tested  4%            4%            1%            

  **School Scores**                                                      

  NPR for \"Avg.\" Student     85            88            76            
  Score                                                                  

  \% Scoring Above 75th NPR    63%           77%           45%           

  %Scoring At or Above 50th    88%           92%           79%           Benchmark
  NPR                                                                    

  \% Scoring Above 25th NPR    93%           99%           94%           

  Mean Scaled Score            614.4         621.2         599.9         

  **Sub Group -- White                                                   
  (Non-Hispanic)**                                                       

  No. of Students Tested       \*            \*            \*            

  \% Scoring Above 75^th^ NPR  \*            \*            \*            

  \% Scoring At or Above       \*            \*            \*            Benchmark
  50^th^ NPR                                                             

  \% Scoring Above 25^th^ NPR  \*            \*            \*            

  Mean Scaled Score            \*            \*            \*            

                                                                         

  **STATE COMPARATIVE SCORES**                                           

  NPR for \"Avg.\" Student     59            57            \*            
  Score                                                                  

  \% Scoring Above 75th NPR    34%           33%           \*            

  %Scoring At or Above 50th    58%           57%           \*            Benchmark
  NPR                                                                    

  \% Scoring Above 25th NPR    79%           77%           \*            

  Mean Scaled Score            582.0         579.2         \*            
  ---------------------------- ------------- ------------- ------------- -------------------

\* Data not available from the State as of 2/4/04

**NATIONAL NORM-REFERENCED STUDENT TEST DATA**

**Mathematics**

**Test Administered: Stanford Achievement Test, Ninth Edition (SAT9),
Harcourt, Inc, publisher**

**Reporting Percentile Scores**

GRADE 3

  ---------------------------- ------------- ------------- ------------- -------------------
  **General Data**             **2000-01**   **1999-00**   **1998-99**   

  Testing Month                May           April         April         

  No. of Students Tested       72            60            17            

  \% of Enrollment Tested      97%           92%           94%           

  No. of Students Not Tested   2             5             1             

  \% of Enrollment Not Tested  3%            8%            6%            

  **School Scores**                                                      

  NPR for \"Avg.\" Student     88            88            78            
  Score                                                                  

  \% Scoring Above 75th NPR    71%           65%           59%           

  %Scoring At or Above 50th    93%           100%          88%           Benchmark
  NPR                                                                    

  \% Scoring Above 25th NPR    99%           100%          100%          

  Mean Scaled Score            649.9         650.1         631.8         

  **Sub Group -- White                                                   
  (Non-Hispanic)**                                                       

  No. of Students Tested       \*            \*            \*            

  \% Scoring Above 75^th^ NPR  \*            \*            \*            

  \% Scoring At or Above       \*            \*            \*            Benchmark
  50^th^ NPR                                                             

  \% Scoring Above 25^th^ NPR  \*            \*            \*            

  Mean Scaled Score            \*            \*            \*            

                                                                         

  **STATE COMPARATIVE SCORES**                                           

  NPR for \"Avg.\" Student     61            57            \*            
  Score                                                                  

  \% Scoring Above 75th NPR    34%           31%           \*            

  %Scoring At or Above 50th    59%           56%           \*            Benchmark
  NPR                                                                    

  \% Scoring Above 25th NPR    80%           77%           \*            

  Mean Scaled Score            611.3         606.5         \*            
  ---------------------------- ------------- ------------- ------------- -------------------

\* - Data not available from the State as of 2/4/04

**NATIONAL NORM-REFERENCED STUDENT TEST DATA**

**Mathematics**

**Test Administered: Stanford Achievement Test, Ninth Edition (SAT9),
Harcourt, Inc, publisher**

**Reporting Percentile Scores**

GRADE 4

  ---------------------------- ------------- ------------- ------------- -------------------
  **General Data**             **2000-01**   **1999-00**   **1998-99**   

  Testing Month                May           April         April         

  No. of Students Tested       56            17            11            

  \% of Enrollment Tested      100%          100%          100%          

  No. of Students Not Tested   0             0             0             

  \% of Enrollment Not Tested  0%            0%            0%            

  **School Scores**                                                      

  NPR for \"Avg.\" Student     87            80            87            
  Score                                                                  

  \% Scoring Above 75th NPR    75%           71%           82%           

  %Scoring At or Above 50th    91%           88%           100%          Benchmark
  NPR                                                                    

  \% Scoring Above 25th NPR    96%           94%           100%          

  Mean Scaled Score            671.9         659.6         670.3         

  **Sub Group -- White                                                   
  (Non-Hispanic)**                                                       

  No. of Students Tested       \*            \*            \*            

  \% Scoring Above 75^th^ NPR  \*            \*            \*            

  \% Scoring At or Above       \*            \*            \*            Benchmark
  50^th^ NPR                                                             

  \% Scoring Above 25^th^ NPR  \*            \*            \*            

  Mean Scaled Score            \*            \*            \*            

                                                                         

  **STATE COMPARATIVE SCORES**                                           

  NPR for \"Avg.\" Student     54            51            \*            
  Score                                                                  

  \% Scoring Above 75th NPR    32%           29%           \*            

  %Scoring At or Above 50th    54%           51%           \*            Benchmark
  NPR                                                                    

  \% Scoring Above 25th NPR    75%           73%           \*            

  Mean Scaled Score            629.9         625.7         \*            
  ---------------------------- ------------- ------------- ------------- -------------------

\* - Data not available from the State as of 2/4/04

**NATIONAL NORM-REFERENCED STUDENT TEST DATA**

**Mathematics**

**Test Administered: Stanford Achievement Test, Ninth Edition (SAT9),
Harcourt, Inc, publisher**

**Reporting Percentile Scores**

GRADE 5\*

  ---------------------------- ------------- ------------- ------------- -------------------
  **General Data**             **2000-01**   **1999-00**   **1998-99**   

  Testing Month                May           April         April         

  No. of Students Tested       18            15            0\*           

  \% of Enrollment Tested      100%          100%                        

  No. of Students Not Tested   0             0                           

  \% of Enrollment Not Tested  0%            0%                          

  **School Scores**                                                      

  NPR for \"Avg.\" Student     74            92                          
  Score                                                                  

  \% Scoring Above 75th NPR    44%           93%                         

  %Scoring At or Above 50th    83%           100%                        Benchmark
  NPR                                                                    

  \% Scoring Above 25th NPR    94%           100%                        

  Mean Scaled Score            673.4         699.9                       

  **Sub Group -- White                                                   
  (Non-Hispanic)**                                                       

  No. of Students Tested       \*            \*                          

  \% Scoring Above 75^th^ NPR  \*            \*                          

  \% Scoring At or Above       \*            \*                          Benchmark
  50^th^ NPR                                                             

  \% Scoring Above 25^th^ NPR  \*            \*                          

  Mean Scaled Score            \*            \*                          

                                                                         

  **STATE COMPARATIVE SCORES**                                           

  NPR for \"Avg.\" Student     55            51                          
  Score                                                                  

  \% Scoring Above 75th NPR    30%           27%                         

  %Scoring At or Above 50th    54%           50%                         Benchmark
  NPR                                                                    

  \% Scoring Above 25th NPR    73%           70%                         

  Mean Scaled Score            652.1         647.8                       
  ---------------------------- ------------- ------------- ------------- -------------------

\* - Data not available from the State as of 2/4/04

\*In 1998-99, Weaver School was a K-4 school and did not have a fifth
grade. Our first fifth grade class opened in 1999-2000. See the
following for additional 5^th^ grade SAT9 data (including
[2002]{.underline}, 2001, 2000)

GRADE 5 ADDITIONAL SAT9 DATA

  ---------------------------- ------------- ------------- ------------- -------------------
  **General Data**             **2001-02**   **2000-01**   **1999-00 -   
                                                           First Year    
                                                           for Gr. 5**   

  Testing Month                May           May           April         

  No. of Students Tested       54            18            15            

  \% of Enrollment Tested      98%           100%          100%          

  No. of Students Not Tested   1             0             0             

  \% of Enrollment Not Tested  2%            0%            0%            

  **School Scores**                                                      

  NPR for \"Avg.\" Student     91            74            92            
  Score                                                                  

  \% Scoring Above 75th NPR    74%           44%           93%           

  %Scoring At or Above 50th    96%           83%           100%          Benchmark
  NPR                                                                    

  \% Scoring Above 25th NPR    98%           94%           100%          

  Mean Scaled Score            699.4         673.4         699.9         
  ---------------------------- ------------- ------------- ------------- -------------------