##### [Revised March 2, 2006]{.underline}

##### *2005-2006 No Child Left Behind -- Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_X\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Marilyn L. Davidson]{.underline}

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

Official School Name [Main Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address\_ \_\_\_\_\_\_\_[722 Mill Bay
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Kodiak]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Alaska]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[99615]{.underline}\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_[Kodiak Island Borough]{.underline}\_\_\_\_\_State School
Code Number\*\_\_[0280090\_]{.underline}\_\_\_\_\_\_\_\_\_

Telephone [( 907 ) 486-9100]{.underline} Fax [( 907 )
486-9139]{.underline}

Website/URL www.kodiakpublicschools.org\\main\\ E-mail
mdavidson01@kodiakschools.org

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\* [Mrs. Betty Walters]{.underline}

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

District Name [Kodiak Island Borough School District]{.underline} Tel.
[( 907 )486-9210]{.underline}

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

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

Name of School Board President/Chairperson\_\_\_\_\_\_[Mr. Roy
Brown\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_s]{.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)

*\*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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

  ---------------------------------- ---------- ---------------------------
  1 Number of schools in the         4          Elementary schools
  district:                                     

                                     1          Middle schools

                                     0          Junior high schools

                                     1          High schools

                                     8          Other

                                                

                                     14         TOTAL

                                                

  2\. District Per Pupil             \$10,339   
  Expenditure:                                  

                                                

  Average State Per Pupil            \$10,467   
  Expenditure:                                  
  ---------------------------------- ---------- ---------------------------

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

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

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

4\. \_\_\_[3]{.underline} Number of years the principal has been in
her/his position at this school.

\_\_\_[10]{.underline} If fewer than three years, how long was the
previous principal at this school?

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

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

  **PreK**    0         0                      **0**        **7**       0         0           0

  **K**       28        10                     **38**       **8**       0         0           0

  **1**       28        30                     **58**       **9**       0         0           0

  **2**       19        24                     **43**       **10**      0         0           0

  **3**       23        16                     **39**       **11**      0         0           0

  **4**       29        20                     **49**       **12**      0         0           0

  **5**       17        20                     **37**       **Other**   0         0           0

  **6**       0         0                      0                                              

                                    **TOTAL                                                   **264**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

  ------------------------------ ---------- ----------------------------------
  6\. Racial/ethnic composition  11         White
  of                                        

  the students in the school:    1          Black or African American

                                 14         Hispanic or Latino

                                 66         Asian/Pacific Islander

                                 8          American Indian/Alaskan Native

                                 **100%**   **Total**
  ------------------------------ ---------- ----------------------------------

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[32]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      43
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      41
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    84
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 264
                            the school as of October 1  

  **(5)**                   Total transferred students  0.3182
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           32%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[50]{.underline}\_\_%

\_\_[133]{.underline}\_\_Total Number LEP

Number of languages represented: \_\_\_[7]{.underline}\_\_\_

Specify languages: Arabic; Ilocano (Filipino dialect); Laotian; Spanish;
Tagalog; Visayan (Filipino dialect); Yup'ik

9\. Students eligible for free/reduced-priced meals:
\_\_[61]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[160]{.underline}\_\_

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

10\. Students receiving special education services:
\_\_\_[16]{.underline}\_\_\_%

\_\_\_[41]{.underline}\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_[2]{.underline}\_\_Autism \_[0]{.underline}\_\_Orthopedic Impairment

\_[1]{.underline}\_\_Deafness \_[2]{.underline}\_\_Other Health Impaired

\_[0]{.underline}\_\_Deaf-Blindness \_[17]{.underline}\_Specific
Learning Disability

\_[0]{.underline}\_\_Emotional Disturbance \_[19]{.underline}\_Speech or
Language Impairment

\_[0]{.underline}\_\_Hearing Impairment \_[0]{.underline}\_\_Traumatic
Brain Injury

> \_[0]{.underline}\_\_Mental Retardation \_[0]{.underline}\_\_Visual
> Impairment Including Blindness
>
> \_[0]{.underline}\_\_Multiple Disabilities

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

    **Number of Staff**

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

  Administrator(s)                     1                             

  Classroom teachers                   13                            

  Special resource                     5                             8
  teachers/specialists                                               

  Paraprofessionals                    6                             2

  Support staff                        3                             2

                                                                     

  **Total number**                     **28**                        **12**
  ------------------------------------ ----------------------------- -----------------------------

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

students in the school divided by the FTE of classroom teachers:
\_[20:1]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  95%         96%         98 %        94%         94%

  Daily teacher attendance  88%         91%         89%         92%         90%

  Teacher turnover rate     21%         21%         7%          7%          14%

  Student dropout rate      NA          NA          NA          NA          NA
  (middle/high)                                                             

  Student drop-off rate     NA          NA          NA          NA          NA
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Main Elementary is a K-5 school in the town of Kodiak, Alaska. Kodiak is
located in the northeast area of Kodiak Island in the Gulf of Alaska.
Kodiak Island is famous for huge Kodiak brown bears, world-class sport
fishing, and one of the largest commercial fishing ports in the nation.
The Kodiak Island Borough, with a population of 13,900 persons includes
the City of Kodiak, seven villages, the U.S. Coast Guard Base, plus
several remote camps and lodges. The City of Kodiak, with a population
of 6100, is the seventh largest city in the state of Alaska.

The Kodiak Island Borough School District serves 2740 students in grades
K-12 throughout the island archipelago. 264 students are currently
enrolled at Main Elementary. Of those students 60% are economically
disadvantaged and 60% are English Language Learners. Main Elementary
houses 13 regular education classrooms. Two reading specialists provide
targeted assistance for students in grades K through 5. Two specialists
also serve students in the English Language Acquisition Program.
Additionally, students are served by resource/special education
teachers, music teachers and physical education teachers. There is also
support for student development in speech/ language therapy and
occupational therapy/physical therapy. Vital services are also provided
by support staff including instructional aides, secretaries, nurse,
custodial support, and cafeteria staff. There is a strong sense of team
among the Main staff that extends throughout the community and includes
parents, students, and community partners. Instruction is guided by the
grade level expectations established by the State of Alaska, by the
district curriculum, by adopted programs, and by response to
intervention efforts.

The mission of the Kodiak Island Borough School District is contained in
the following statement:

The Kodiak Island Borough School District, in close cooperation with our
diverse island community, exists to provide an educational program of
the highest standard that empowers all students to achieve personal and
academic excellence while developing their full potential as
responsible, productive citizens.

The shared vision at Main Elementary is for every student to have the
opportunity for achievement, personal growth and enrichment with a
well-qualified staff and efficient and effective communication among
staff, students, families, and the community. This vision is often
expressed through the song *One Child At A Time*, written by Nnenna
Freelon.

The instructional program at Main Elementary focuses on success, one
child at a time. Instructional efforts are guided and focused via
ongoing assessment information. Among the assessments frequently
referenced are the Dynamic Indicators of Basic Early Literacy Skills
(DIBELS), Scholastic Reading Inventory, and Star Math. Teachers work
collaboratively to address the needs of students; there is a drive to
intervene on behalf of students as quickly as a concern is raised.

Main Elementary is fortunate to be a partner and participant in many
efforts. We are a part of the Following the Leaders program and uses the
information gained from [www.homeroom.com](http://www.homeroom.com/) and
Skills Tutor on line resources to inform instruction. Main Elementary is
host to a before and after school program funded through the 21^st^
Century Community Learning Centers program. This program provides
support for targeted students who have not attained proficiency in
reading, writing, and/or math, provides arts and activities to promote
student engagement and motivation, and also works with parents to
increase their parenting skills and their capacity to support their
children's learning efforts. Partnerships exist with the US Coast Guard
Communication Station, the local Kiwanis Club, the Kodiak Baptist
Mission, and Kodiak College.

The driving force at Main Elementary is the strong passion for teaching
and learning that is displayed regularly among staff and students. We
are determined to meet the needs of all learners---one child at a time.

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

1.  **Assessment Results**

Main Elementary participates in Alaska's Standards-Based Assessment
system that measures student performance against Alaska's State
Performance Standards called Grade Level Expectations. There are four
performance levels in this system: advanced, proficient, below
proficient, and far below proficient. Visit the following web site to
learn more: <http://www.eed.state.ak.us/tls/assessment/>

Beginning in Spring 2005, the Standards Based Assessment (SBA) was
instituted for grades 3 through 9 replacing the Benchmark at grades 3,
6, and 8. The SBA is a test based on Alaska state standards and
compliant with state and federal statutes. In 2002-2003 and 2004-2005
school years, only third grade was measured with the similar
standards-based assessment called Alaska State Benchmark Exam. From
2002-2003 to 2003-2004 the Terra Nova/CAT 6 was the only measure
available for students in fourth grade. These students were then tested
with the SBA in 2004-2005. During 2002-2003-2004-2005 school years fifth
grade was measured with the Terra Nova/ CAT 6 and in 2004-2005 with the
SBA.

Main Elementary has seen a gain in the number of proficient students
against 3 Grade Level Expectations in reading writing and math from
2002-2003 to 2004-2005 school years. Gains were seen in 4 and 5 Grade
Level Expectations in reading and math from 2002-2003 to 2004-2005
school years. These gains were in both its aggregate population and its
disaggregated subgroups. The most noteworthy is that of the growth in
the sub-group of Limited English Proficient (LEP) students. Whereas the
fifth grade LEP students have seen an 8 to 11 percentage points gain in
Reading and Math as measured by the Terra Nova/ CAT 6, third grade LEP
students have seen a gain of 10 percentage points in Reading, 33
percentage points in Writing, and 45 percentage points in Math as
measured by State-Standards Assessments. Fourth grade LEP students could
only be compared from 2002-2003 to 2003-2004 school years due to changes
in State testing. During this period these students have seen a gain of
6 percentage points in Reading, 9 in Writing and 11 in Math as measured
by the Terra Nova CAT 6. Third grade State Standards-Based Assessment
results demonstrate an aggregate gain of 10 percentage points in
Reading, 33 percentage points in Writing, and 45 percentage points in
Math. These gains are due to focused interventions provided to the LEP
students who make up 60% of Main Elementary School's student population.

The greatest discrepancy was found in the Hispanic subgroup. This group
demonstrated negative gains instead of the positive gains reported for
other groups. This subgroup has been transient population most recently
represented by students newly immigrated from El Salvador and were rated
as Non-English Proficient which means possessing no English skills as
represented by the Idea Proficiency Test. These students are
individually showing growth on local progress monitoring assessments and
are expected to see significant increased in proficiency in coming
years.

2.  **Using Assessment Results**

Main Elementary uses multiple sources of assessment data in a variety of
ways. Information from Alaska's Standards Based Assessment provides
specific information regarding instructional needs for each of the grade
level expectations in language arts and math. This allows teachers to
know where additional or adjusted instruction needs to occur. Local
assessments are used regularly to inform students, teachers, and
families regarding student growth in a variety of areas. In reading, the
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to
place students in groups for reading instruction and also provides a
progress monitoring tool. The Scholastic Reading Inventory assesses
reading comprehension and provides a Lexile range for students which
again measures growth and also provides guidance for appropriately
leveled reading materials. Math assessments are curriculum-based and
standards-based. The STAR Math assessment provides overview information
regarding gains in math skills. The Kodiak Island Borough School
District utilizes a standards-based report card that is informed by a
set of assessments that have been developed by grade level teams of
teachers. These assessments are directly related to the Alaska Grade
Level Expectations. Of importance for many students at Main Elementary,
the Idea Proficiency Test is used to determine proficiency in the
English language. Some work has been done to develop a measure of oral
language fluency, but a need still exists in this area.

3.  **Communicating Assessment Results**

Information regarding student performance is communicated to parents,
students, and the community in a variety of ways. Typical methods
include:

-   Standards based report card is shared at the end of each trimester.

-   Family conferences are held three times a year. Goal setting
    conferences are held during the first week of school in order for
    parent, student, and teacher to share objectives for the year.
    Conferences are also scheduled at the end of the first and second
    trimester where the report card and assessment binder is shared.

-   Personal communication between families and teachers occurs
    frequently on an as needed basis. In many cases, translators assist
    with the communications. These communications may be by telephone or
    by e-mail.

-   Kodiak media assist in communicating broad information regarding
    student achievement to the community. This includes both radio
    stations and the local newspaper.

-   The Main Parent Teacher Organization is a venue for communications
    on a monthly basis.

-   The Main School Newsletter is sent home weekly and includes
    information regarding student performance as appropriate.

-   Teachers use student planners as a means of ongoing communication
    with parents.

-   Communication with students is an ongoing conversation regarding
    their gains and how those gains occur.

4.  **Sharing Success**

Main Elementary works in close collaboration with the other schools on
the island, sharing both successes and challenges, and working together
to improve the educational program for all Kodiak students. Main
Elementary was recently given the opportunity to share its story with
districts from throughout Alaska at the Department of Education and
Early Development's No Child Left Behind conference held in Anchorage.
This was an opportunity to share specific strategies and interventions
that are proving effective at Main. Main is also pleased to share
information and experience with pre-service teachers who request
practicum opportunities in the building. Although it is challenging
geographically to reach beyond the island, there is ongoing outreach
through technology such as e-mail communications, the school's website,
and the availability of video conference technology within the district.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

Main Elementary, as well as all schools in the Kodiak Island Borough
School District, is guided by a standards-based curriculum that is
aligned to the Alaska Content Standards and the Alaska Grade Level
Expectations in reading, writing, and math. Alignment to the Alaska
Grade Level Expectations for science is underway. Instructional
materials and programs have been adopted to facilitate learning for all
students. The focus is on continual growth for all students---not merely
reaching proficiency as measured by state assessments, but to aim for
and celebrate gains for all students.

Reading instruction includes both skill development and the development
of an appreciation of literature. Non-fiction reading plays heavily into
instruction. The Lexile Framework is utilized to match readers with
appropriate text and to allow students and teachers to monitor student
growth. Oral reading fluency measures are also used to chart growth for
students.

Writing instruction includes spelling instruction that is embedded in
writing, a comprehensive writing curriculum and a designated
intervention program that helps students develop skills in expository
writing. Writers' workshop is an important part of instruction in the
primary grades and there has been great success with a focus on
student-made books.

Mathematics instruction includes both concept development and skill
development. The primary program for delivery is the *Bridges* program.
It is supplemented with Accelerated Math. There is a realization that
students must develop as mathematical thinkers with the ability to
express themselves as well as to solve problems.

Science and social studies instruction is often integrated with reading,
writing and math instruction. Each grade level focuses on specific
themes and topics as delineated by the district curricula. Skill
development and critical thinking within science and social studies
topics help students connect school to the local and global community.

The Arts curriculum includes music, visual art, drama, and dance. Music
instruction is provided by specialists to all students. Visual art and
drama experiences are frequently integrated into regular classroom
instruction and dance opportunities are most often extended in music and
physical education classes. There has been enhanced experience in the
arts as the school has begun to participate in the Alaska State Council
on the Arts' Artists in Schools residency program which provides
instruction for students and inservice training for teachers in the idea
of arts integration.

The physical education curriculum provides instruction in skills,
fitness, and sportsmanship and gives students information and training
in healthy living. Students are assessed regularly and receive
information regarding appropriate targets for their performance and
their growth toward those goals.

Technology instruction is integrated throughout the instructional
program. Keyboarding skills are built throughout the K-5 sequence.
Technology-based instructional and assessment programs include
[www.homeroom.com/](http://www.homeroom.com/ ) Skills Tutor, Accelerated
Math, STAR Math, Scholastic Reading Counts, Scholastic Reading
Inventory, Soliloquy Reading, and Rosetta Stone. Internet access is
available throughout the building and students frequently have the
opportunity to research topics via the world wide web.

2a. **Reading**

Main Elementary's reading philosophy is one of balanced instruction,
recognizing the need for skill development in phonics and decoding
strategies along with the importance of literature and language rich
instruction. There is a strong focus on early intervention.
Interventions are provided from a menu of programs and approaches that
have been adopted by the district and identified by teachers. In many
cases there is an automatic placement of students in small intervention
groups with instruction supplied by Title I-A reading specialists, and
if needs are not met in that situation, there is a referral to the
building's problem solving team where more specific and intensive
strategizing takes place to meet the student's needs. The Harcourt Brace
Jovanovich Signatures series is the adopted program for grades K-5,
although there is recognition that there are gaps in the series. In
order to supplement and fill those gaps, the Sopris West Read Well
program is the basis of reading instruction in grade one, giving all
students a firm grounding in the skills of reading. Additionally,
leveled books, REWARDS, Read Naturally, and other programs are used to
meet specific needs of students.

Main Elementary has adopted a Walk-To-Read program that provides
students in grades 1-5 with an uninterrupted hour of reading instruction
at their instructional level each day. Staff members including classroom
teachers, Title I-A reading specialists, English Language Acquisition
teachers, Special Education staff, and all available paraprofessionals
work together to analyze assessment information and to place students in
small groups where appropriate instruction at an appropriate rate can
occur so as to maximize the opportunity for each student. These groups
are fluid and staff members meet and consider student progress regularly
and reform groups as necessary to promote student achievement.

3.  **Mathematics, Science, Art, Etc.**

> The mathematics program is based on the *[Bridges in
> Mathematics]{.underline}* program, published by the Math Learning
> Center. The Bridges program is currently used in grades K-4. Grade 5
> instruction is currently based on the Visual Math program, the
> precursor of Bridges. The Bridges program is showing good
> effectiveness at Main Elementary, and seems to be particularly
> successful for our English Language Learners. Bridges emphasizes
> visual thinking and is noted to be language rich although not language
> dependent. Both concept development and skills practice are integrated
> throughout the program. Bridges spirals through the content strands
> and there is a frequent revisiting of key skills and concepts. Bridges
> is divided into two basic parts, the units and Number Corner. The
> units include problems and investigations, work places and
> assessments. Number Corner provides a daily skill workout for
> students. Computation skills are supplemented by use of the
> Accelerated Mathematics program, a computer-based program that gives
> students the opportunity to practice basic problems. Bridges
> encourages thinking and sharing as students investigate situations and
> solve problems in a variety of ways.

4.  **Instructional Methods**

> Instructional methods at Main Elementary are as diverse as the
> students who are served in the school. Staff members have referred to
> Main as being a "Whatever It Takes" school because student achievement
> is more important than personal commitment to any program or strategy.
> For the sake of our majority population of English Language Learners,
> Main staff members have undertaken the study of the Sheltered
> Instruction Observation Protocol, which promotes planning and
> instruction in such a way that vocabulary and content are made
> accessible to all learners. Additionally, there are several tenets of
> instructional practice that are frequently employed at Main. These
> include:

-   Small group instruction (teaming of teachers and paraprofessionals
    in such a way that students are given as much individual attention
    as possible)

-   Early Intervention (being guided by early assessment results to
    catch students as soon as possible)

-   Technology enhanced instruction (use of web-based technology
    resources such as [www.homeroom.com](http://www.homeroom.com/) and
    Skills Tutor as well as Scholastic Reading Counts, Scholastic
    Reading Inventory, STAR Math, and Accelerated Math all of which
    encourage and enable students to mark their own growth toward
    personal goals)

-   Arts Integration (teachers will regularly integrate readers'
    theatre, tableau, drama, visual arts of all kinds, music and dance
    into regular instruction, establishing goals in the arts as well as
    in another core curriculum area)

-   Assessment-driven instruction (students access their assessment
    binders frequently and chart their own growth in such a way as to
    measure their gains and study their own learning)

5.  **Professional Development**

> Professional development efforts at Main Elementary emanate from
> identified needs within the school and reflect the efforts of the
> learning community to meet those needs. We believe that professional
> development should be job-embedded, on-going, and collegial in nature.
> Professional development incorporates or builds on past learning
> whenever possible. While many trainings for curricular programs take
> place annually or as needed, there has been a strong sequence of
> learning opportunities that has included study of differentiated
> instruction, primary reading assessment (DIBELS), vocabulary
> development, reading comprehension and the arts, and the Sheltered
> Instruction Observation Protocol. In all of these cases, the learning
> was contained in a credit course sponsored by the district in
> cooperation with our local community college. The courses were
> generated based on perceived needs and as the result of dialogue with
> teachers. While there are in-service days sponsored by the district at
> the beginning of the school year and during a two day event annually,
> a great contribution to professional development is made through
> collaborative efforts during the school day and during the weekly
> early release for professional development time. Major work has been
> accomplished in curriculum revision, development of the standards
> based report card and grade level assessments, review of instructional
> methods and collegial sharing, etc. Professional development also has
> included training opportunities in building school climate and
> anti-bullying, and many technology trainings. As we recognize the
> importance of giving all team members access to the information
> necessary to carry the process forward, efforts are made to include
> paraprofessionals and other support staff in trainings whenever
> possible.

**PART VII - ASSESSMENT RESULTS**

**RESULTS OF STATE CRITERION-REFERENCED TESTS**

Subject: [Reading]{.underline} Grade[: 3\_]{.underline} Test: [Alaska
State Benchmark Exam]{.underline}

Edition/Publication Year: [2001/2/3/4/5]{.underline} Publisher: [State
of Alaska Dep't of Education]{.underline}

  ---------------------------------------- ----------- ------------ -----------
                                           2004-2005   2003-2004    2002-2003

  Testing month                            April       March        March

  **SCHOOL SCORES**                                                 

  \% At or Above Meets State Standards     70%         66%          60%

  \% At Exceeds State Standards            25%         2%           10%

  Number of students tested                49          44           48

  Percent of total students tested         96%         100%         100%

  Number of students alternatively         0           0            0
  assessed                                                          

  Percent of students alternatively        0           0%           0%
  assessed                                                          

  **SUBGROUP SCORES**                                               

  **1. Low Income Students**                                        

  \% At or Above Meets State Standards     72%         59%          59%

  \% At Exceeds State Standards            4%          0%           0%

  Number of students tested                25          34           27

  **2. Limited English Proficient**                                 

  \% At or Above Meets State Standards     75%         65%          56%

  \% At Exceeds State Standards            17%         4%           5%

  Number of students tested                29          28           37

  **3. Disabled Students**                                          

  \% At or Above Meets State Standards     70%                      

  \% At Exceeds State Standards            10%                      

  Number of students tested                10          \*           \*

  **4. Female Students**                                            

  \% At or Above Meets State Standards     72%         70%          68%

  \% At Exceeds State Standards            48%         5%           9%

  Number of students tested                21          20           22

  **5. Male Students**                                              

  \% At or Above Meets State Standards     71%         63%          54%

  \% At Exceeds State Standards            7%          0%           12%

  Number of students tested                28          24           26

  **6. Asian/Pacific Islander Students**                            

  \% At or Above Meets State Standards     87%         68%          55%

  \% At Exceeds State Standards            27%         4%           7%

  Number of students tested                30          28           29

  **7. Hispanic Students**                                          

  \% At or Above Meets State Standards     30%         60%          

  \% At Exceeds State Standards            0%          0%           

  Number of students tested                10          10           \*
  ---------------------------------------- ----------- ------------ -----------

Note: Not all ethnicities reported due to statistically insignificant
numbers of students in

some subgroups.

\* Fewer than 10 students

**RESULTS OF STATE CRITERION-REFERENCED TESTS**

Subject: [Writing]{.underline} Grade[: 3\_]{.underline}

Test: [Alaska State Benchmark and Standards-Based Exams]{.underline}

Edition/Publication Year: [2001/2/3/4/5]{.underline} Publisher: [State
of Alaska Dep't of Education]{.underline}

  -------------------------------------- ----------- ------------- -----------
                                         2004-2005   2003-2004     2002-2003

  Testing month                          April       March         March

  **SCHOOL SCORES**                                                

  \% At or Above Meets State Standards   89%         68%           56%

  \% At Exceeds State Standards          22%         2%            10%

  Number of students tested              49          44            48

  Percent of total students tested       96%         100%          100%

  Number of students alternatively       0           0             0
  assessed                                                         

  Percent of students alternatively      0%          0%            0%
  assessed                                                         

  **SUBGROUP SCORES**                                              

  **1. Low Income Students**                                       

  \% At or Above Meets State Standards   92%         65%           51%

  \% At Exceeds State Standards          8%          0%            7%

  Number of students tested              25          34            27

  **2. Limited English Proficient**                                

  \% At or Above Meets State Standards   89%         58%           52%

  \% At Exceeds State Standards          17%         4%            11%

  Number of students tested              29          28            37

  **3. Disabled Students**                                         

  \% At or Above Meets State Standards   80%                       

  \% At Exceeds State Standards          10%                       

  Number of students tested              10          \*            \*

  **4. Female Students**                                           

  \% At or Above Meets State Standards   90%         75%           64%

  \% At Exceeds State Standards          38%         5%            14%

  Number of students tested              21          20            22

  **5. Male Students**                                             

  \% At or Above Meets State Standards   90%         63%           50%

  \% At Exceeds State Standards          11%         0%            8%

  Number of students tested              28          24            26

  **6. Asian/Pacific Islander Students**                           

  \% At or Above Meets State Standards   93%         72%           59%

  \% At Exceeds State Standards          23%         4%            14%

  Number of students tested              30          28            29

  **7. Hispanic Students**                                         

  \% At or Above Meets State Standards   80%         50%           

  \% At Exceeds State Standards          10%         0%            

  Number of students tested              10          10            \*
  -------------------------------------- ----------- ------------- -----------

\*Fewer than 10 students

**RESULTS OF STATE CRITERION-REFERENCED TESTS**

Subject: [Math]{.underline} Grade[: 3\_]{.underline}

Test: [Alaska State Benchmark and Standards-Based Exams]{.underline}

Edition/Publication Year: [2001/2/3/4/5]{.underline} Publisher: [State
of Alaska Dep't of Education]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 April       March       March

  **SCHOOL SCORES**                                                     

  \% At or Above Meets State Standards          89%         64%         44%

  \% At Exceeds State Standards                 22%         16%         15%

  Number of students tested                     50          44          48

  Percent of total students tested              98%         100%        100%

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0%          0%          0%

  **SUBGROUP SCORES**                                                   

  **1. Low Income Students**                                            

  \% At or Above Meets State Standards          68%         56%         37%

  \% At Exceeds State Standards                 20%         9%          4%

  Number of students tested                     25          34          27

  **2. Limited English Proficient**                                     

  \% At or Above Meets State Standards          66%         61%         43%

  \% At Exceeds State Standards                 23%         4%          11%

  Number of students tested                     30          28          37

  **3. Disabled Students**                                              

  \% At or Above Meets State Standards          60%                     

  \% At Exceeds State Standards                 20%                     

  Number of students tested                     10          \*          \*

  **4. Female Students**                                                

  \% At or Above Meets State Standards          81%         70%         59%

  \% At Exceeds State Standards                 38%         15%         18%

  Number of students tested                     21          20          22

  **5. Male Students**                                                  

  \% At or Above Meets State Standards          69%         59%         30%

  \% At Exceeds State Standards                 24%         17%         11%

  Number of students tested                     29          24          26

  **6. Asian/Pacific Islander Students**                                

  \% At or Above Meets State Standards          83%         64%         48%

  \% At Exceeds State Standards                 35%         18%         14%

  Number of students tested                     31          28          29

  **7. Hispanic Students**                                              

  \% At or Above Meets State Standards          30%         60%         33%

  \% At Exceeds State Standards                 10%         10%         0%

  Number of students tested                     10          10          \*
  --------------------------------------------- ----------- ----------- -----------

\*Fewer than 10 students

Subject: Reading Grade: 4 Test: Terra Nova ( CAT5 and CAT6) in 01-04 and
Alaska Standards Based Assessment in 05

  ---------------------------------------- --------------- ----------- -----------
                                           2004-2005\*\*   2003-2004   2002-2003

  Testing month                            February        February    March

  **SCHOOL SCORES**                                                    

  \% At or Above Meets State Standards     73%             69%         63%

  \% At Exceeds State Standards            9%              27%         26%

  Number of students tested                45              48          46

  Percent of total students tested         100%            100%        100%

  Number of students alternatively         0               0           0
  assessed                                                             

  Percent of students alternatively        0               0           0
  assessed                                                             

  **SUBGROUP SCORES**                                                  

  1\. **Low Income Students**                                          

  \% At or Above Meets State Standards     77%             60%         60%

  \% At Exceeds State Standards            7%              18%         20%

  Number of students tested                30              33          30

  2\. **LEP Students**                                                 

  \% At or Above Meets State Standards     66%             58%         53%

  \% At Exceeds State Standards            7%              19%         22%

  Number of students tested                29              36          32

  3\. **Female Students**                                              

  \% At or Above Meets State Standards     76%             78%         79%

  \% At Exceeds State Standards            14%             30%         33%

  Number of students tested                21              23          24

  4\. **Male Students**                                                

  \% At or Above Meets State Standards     71%             60%         46%

  \% At Exceeds State Standards            4%              24%         19%

  Number of students tested                24              25          22

  5\. **Asian/Pacific Islander**                                       

  \% At or Above Meets State Standards     72%             68%         60%

  \% At Exceeds State Standards            7%              25%         22%

  Number of students tested                29              28          32

  6\. **Hispanic Students**                                            

  \% At or Above Meets State Standards     70%             60%         

  \% At Exceeds State Standards            10%             20%         

  Number of students tested                10              10          \*
  ---------------------------------------- --------------- ----------- -----------

\*Fewer than 10 students

\*\*Change From CAT6 to SBA

Subject: Writing Grade: 4 Test: Terra Nova (CAT5 and CAT6) in 01-04 and
Alaska Standards Based Assessment in 05

  ---------------------------------------- --------------- ----------- -----------
                                           2004-2005\*\*   2003-2004   2002-2003

  Testing month                            February.       February    March

  **SCHOOL SCORES**                                                    

  \% At or Above Meets State Standards     62%             81%         72%

  \% At Exceeds State Standards            2%              6%          11%

  Number of students tested                45              48          46

  Percent of total students tested         100%            100%        100%

  Number of students alternatively         0               0           0
  assessed                                                             

  Percent of students alternatively        0               0           0
  assessed                                                             

  **SUBGROUP SCORES**                                                  

  1\. **Low Income Students**                                          

  \% At or Above Meets State Standards     69%             79%         70%

  \% At Exceeds State Standards            3%              0           0

  Number of students tested                30              33          30

  2\. **LEP Students**                                                 

  \% At or Above Meets State Standards     55%             78%         63%

  \% At Exceeds State Standards            0               0           3%

  Number of students tested                29              36          32

  3\. **Female Students**                                              

  \% At or Above Meets State Standards     72%             87%         92%

  \% At Exceeds State Standards            5%              9%          13%

  Number of students tested                21              23          24

  4\. **Male Students**                                                

  \% At or Above Meets State Standards     54%             76%         50%

  \% At Exceeds State Standards            0               4%          9%

  Number of students tested                24              25          22

  5\. **Asian/Pacific Islander**                                       

  \% At or Above Meets State Standards     62%             90%         69%

  \% At Exceeds State Standards            0               0           3%

  Number of students tested                29              28          32

  6\. **Hispanic Students**                                            

  \% At or Above Meets State Standards     60%             70%         

  \% At Exceeds State Standards            0               0           

  Number of students tested                10              10          \*
  ---------------------------------------- --------------- ----------- -----------

\*Fewer than 10 students

\*\*Change From CAT6 to SBA

Subject: Math Grade: 4 Test: Terra Nova (CAT5 and CAT6) in 01-04 and
Alaska Standards Based Assessment in 05

  ----------------------------------------- --------------- ----------- -----------
                                            2004-2005\*\*   2003-2004   2002-2003

  Testing month                             February        February    March

  **SCHOOL SCORES**                                                     

  \% At or Above Meets State Standards      58%             59%         48%

  \% At Exceeds State Standards             11%             13%         20%

  Number of students tested                 45              48          46

  Percent of total students tested          100%            100%        100%

  Number of students alternatively assessed 0               0           0

  Percent of students alternatively         0               0           0
  assessed                                                              

  **SUBGROUP SCORES**                                                   

  1\. **Low Income Students**                                           

  \% At or Above Meets State Standards      57%             78%         47%

  \% At Exceeds State Standards             10%             3%          10%

  Number of students tested                 30              33          30

  2\. **LEP Students**                                                  

  \% At or Above Meets State Standards      48%             53%         38%

  \% At Exceeds State Standards             7%              6%          19%

  Number of students tested                 29              36          32

  4\. **Female Students**                                               

  \% At or Above Meets State Standards      67%             74%         59%

  \% At Exceeds State Standards             19%             13%         13%

  Number of students tested                 21              23          24

  5\. **Male Students**                                                 

  \% At or Above Meets State Standards      50%             44%         36%

  \% At Exceeds State Standards             4%              12%         27%

  Number of students tested                 24              25          22

  6\. **Asian/Pacific Islander**                                        

  \% At or Above Meets State Standards      65%             68%         47%

  \% At Exceeds State Standards             10%             14%         19%

  Number of students tested                 29              28          32

  7\. **Hispanic Students**                                             

  \% At or Above Meets State Standards      40%             40%         

  \% At Exceeds State Standards             0               0           

  Number of students tested                 10              10          \*
  ----------------------------------------- --------------- ----------- -----------

\*Fewer than 10 students

\*\*Change From CAT6 to SBA

Subject: Reading Grade: 5 Test: Terra Nova (CAT5 and CAT6) in 01-04 and
Alaska Standards Based Assessment in 05

  ----------------------------------------- ----------- ----------- -----------
                                            2004-2005   2003-2004   2002-2003

  Testing month                             February    February    March

  **SCHOOL SCORES**                                                 

  \% At or Above Meets State Standards      83%         70%         67%

  \% At Exceeds State Standards             19%         35%         32%

  Number of students tested                 47          46          34

  Percent of total students tested          100%        100%        97%

  Number of students alternatively assessed 0           0           0

  Percent of students alternatively         0           0           0
  assessed                                                          

  **SUBGROUP SCORES**                                               

  1\. **Low Income Students**                                       

  \% At or Above Meets State Standards      74%         61%         47%

  \% At Exceeds State Standards             11%         32%         14%

  Number of students tested                 27          28          21

  2\. **LEP Students**                                              

  \% At or Above Meets State Standards      77%         63%         52%

  \% At Exceeds State Standards             15%         29%         14%

  Number of students tested                 34          35          21

  3\. **Female Students**                                           

  \% At or Above Meets State Standards      91%         80%         71%

  \% At Exceeds State Standards             24%         36%         38%

  Number of students tested                 21          25          21

  4\. **Male Students**                                             

  \% At or Above Meets State Standards      77%         57%         61%

  \% At Exceeds State Standards             15%         33%         23%

  Number of students tested                 26          21          13

  5\. **Asian/Pacific Islander**                                    

  \% At or Above Meets State Standards      84%         66%         61%

  \% At Exceeds State Standards             19%         33%         22%

  Number of students tested                 26          30          18

  6\. **Hispanic Students**                                         

  \% At or Above Meets State Standards      70%                     

  \% At Exceeds State Standards             10%                     

  Number of students tested                 10          \*          \*
  ----------------------------------------- ----------- ----------- -----------

\*Fewer than 10 students

\*\*Change From CAT6 to SBA

Subject: Writing Grade: 5 Test: Terra Nova (CAT5 and CAT6) in 01-04 and
Alaska Standards Based Assessment in 05

  ----------------------------------------- --------------- ----------- -----------
                                            2004-2005\*\*   2003-2004   2002-2003

  Testing month                             February        February    March

  **SCHOOL SCORES**                                                     

  \% At or Above Meets State Standards      57%             61%         68%

  \% At Exceeds State Standards             28%             15%         18%

  Number of students tested                 47              46          34

  Percent of total students tested          100%            100%        97%

  Number of students alternatively assessed 0               0           0

  Percent of students alternatively         0               0           0
  assessed                                                              

  **SUBGROUP SCORES**                                                   

  1\. **Low Income Students**                                           

  \% At or Above Meets State Standards      63%             61%         71%

  \% At Exceeds State Standards             11%             11%         5%

  Number of students tested                 27              28          21

  2\. **LEP Students**                                                  

  \% At or Above Meets State Standards      83%             71%         76%

  \% At Exceeds State Standards             18%             11%         5%

  Number of students tested                 34              35          21

  5\. **Female Students**                                               

  \% At or Above Meets State Standards      86%             84%         86%

  \% At Exceeds State Standards             38%             16%         24%

  Number of students tested                 21              25          22

  6\. **Male Students**                                                 

  \% At or Above Meets State Standards      84%             66%         85%

  \% At Exceeds State Standards             19%             14%         8%

  Number of students tested                 26              21          13

  8\. **Asian/Pacific Islander**                                        

  \% At or Above Meets State Standards      93%             77%         78%

  \% At Exceeds State Standards             31%             10%         6%

  Number of students tested                 26              30          18

  10\. **Hispanic Students**                                            

  \% At or Above Meets State Standards      70%                         

  \% At Exceeds State Standards             0                           

  Number of students tested                 10              \*          \*
  ----------------------------------------- --------------- ----------- -----------

\*Fewer than 10 students

\*\*Change From CAT6 to SBA

Subject: Math Grade: 5 Test: Terra Nova ( CAT5 and CAT6) in 01-04 and

Alaska Standards Based Assessment in 05

  ----------------------------------------- --------------- ----------- -----------
                                            2004-2005\*\*   2003-2004   2002-2003

  Testing month                             February        February    March

  **SCHOOL SCORES**                                                     

  \% At or Above Meets State Standards      76%             60%         56%

  \% At Exceeds State Standards             23%             17%         15%

  Number of students tested                 47              46          34

  Percent of total students tested          100%            100%        97%

  Number of students alternatively assessed 0               0           0

  Percent of students alternatively         0               0           0
  assessed                                                              

  **SUBGROUP SCORES**                                                   

  1\. **Low Income Students**                                           

  \% At or Above Meets State Standards      70%             57%         48%

  \% At Exceeds State Standards             11%             18%         5%

  Number of students tested                 27              28          21

  2\. **LEP Students**                                                  

  \% At or Above Meets State Standards      71%             51%         43%

  \% At Exceeds State Standards             15%             17%         5%

  Number of students tested                 34              35          21

  3\. **Female Students**                                               

  \% At or Above Meets State Standards      91%             76%         57%

  \% At Exceeds State Standards             29%             16%         14%

  Number of students tested                 21              25          21

  4\. **Male Students**                                                 

  \% At or Above Meets State Standards      65%             43%         53%

  \% At Exceeds State Standards             19%             19%         15%

  Number of students tested                 26              21          13

  5\. **Asian/Pacific Islander**                                        

  \% At or Above Meets State Standards      85%             57%         78%

  \% At Exceeds State Standards             23%             17%         6%

  Number of students tested                 26              30          18

  6\. **Hispanic Students**                                             

  \% At or Above Meets State Standards      50%                         

  \% At Exceeds State Standards             10%                         

  Number of students tested                 10              \*          \*
  ----------------------------------------- --------------- ----------- -----------

\*Fewer than 10 students

\*\*Change From CAT6 to SBA

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Because Alaska does not require schools to report disaggregated national
data, the following information was mined from our databases of
disaggregated scores. We are providing the mean of the national
percentile score for each subgroup. Therefore the Mean of the National
Percentile Ranking of the Terra Nova/ CAT 6 results for fifth grade
spanning the years of 2003-2005 will be used for referencing against
national norms. The fifth grade sub groups that are report are Limited
English Proficient (LEP), Low Income, Students with other subgroups are
of insufficient number to report.

Subject: [Reading]{.underline} Grade: [5]{.underline} Test: [Terra
Nova]{.underline}

Edition/Publication Year: [2002]{.underline}

Publisher: [CTB McGraw Hill]{.underline}

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

+----------------------------------------+---------+---------+--------+
|                                        | 20      | 20      | 200    |
|                                        | 04-2005 | 03-2004 | 2-2003 |
+----------------------------------------+---------+---------+--------+
| > Testing month                        | F       | F       | March  |
|                                        | ebruary | ebruary |        |
+----------------------------------------+---------+---------+--------+
| > **SCHOOL SCORES**                    |         |         |        |
+----------------------------------------+---------+---------+--------+
| > Mean of National Percentile          | 50      | 50      | 51     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 47      | 46      | 34     |
+----------------------------------------+---------+---------+--------+
| > Percent of total students tested     | 100%    | 100%    | 100%   |
+----------------------------------------+---------+---------+--------+
| Number of students alternatively       | 0       | 0       | 0      |
| assessed                               |         |         |        |
+----------------------------------------+---------+---------+--------+
| Percent of students alternatively      | 0       | 0       | 0      |
| assessed                               |         |         |        |
+----------------------------------------+---------+---------+--------+
| > **SUBGROUP SCORES**                  |         |         |        |
+----------------------------------------+---------+---------+--------+
| > 1\. **Low Income Students**          | 41      | 45      | 43     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 27      | 28      | 21     |
+----------------------------------------+---------+---------+--------+
| > 2\. **LEP Students**                 | 43      | 45      | 43     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 38      | 35      | 21     |
+----------------------------------------+---------+---------+--------+
| > 3\. **Female Students**              | 51      | 54      | 51     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 20      | 25      | 21     |
+----------------------------------------+---------+---------+--------+
| > 4\. **Male Students**                | 51      | 45      | 48     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 26      | 21      | 13     |
+----------------------------------------+---------+---------+--------+
| > 5\. **Asian/Pacific Islander         | 50      | 48      | 47     |
| > Students**                           |         |         |        |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 25      | 30      | 18     |
+----------------------------------------+---------+---------+--------+
| > 6\. **Hispanic Students**            | 38      |         |        |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 10      | \*      | \*     |
+----------------------------------------+---------+---------+--------+

\*Fewer than 10 students

Subject: [Writing]{.underline} Grade: [5]{.underline} Test: [Terra
Nova]{.underline}

Edition/Publication Year: [2002]{.underline}

Publisher: [CTB McGraw Hill]{.underline}

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

+----------------------------------------+---------+---------+--------+
|                                        | 20      | 20      | 200    |
|                                        | 04-2005 | 03-2004 | 2-2003 |
+----------------------------------------+---------+---------+--------+
| > Testing month                        | F       | F       | March  |
|                                        | ebruary | ebruary |        |
+----------------------------------------+---------+---------+--------+
| > **SCHOOL SCORES**                    |         |         |        |
+----------------------------------------+---------+---------+--------+
| > Mean of National Percentile          | 50      | 59      | 50     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 47      | 46      | 34     |
+----------------------------------------+---------+---------+--------+
| > Percent of total students tested     | 100%    | 100%    | 100%   |
+----------------------------------------+---------+---------+--------+
| Number of students alternatively       | 0       | 0       | 0      |
| assessed                               |         |         |        |
+----------------------------------------+---------+---------+--------+
| Percent of students alternatively      | 0       | 0       | 0      |
| assessed                               |         |         |        |
+----------------------------------------+---------+---------+--------+
| > **SUBGROUP SCORES**                  |         |         |        |
+----------------------------------------+---------+---------+--------+
| > 1\. **Low Income Students**          | 45      | 45      | 48     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 27      | 28      | 21     |
+----------------------------------------+---------+---------+--------+
| > 2\. **LEP Students**                 | 46      | 45      | 45     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 38      | 35      | 21     |
+----------------------------------------+---------+---------+--------+
| > 3\. **Female Students**              | 57      | 53      | 51     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 20      | 25      | 21     |
+----------------------------------------+---------+---------+--------+
| > 4\. **Male Students**                | 47      | 45      | 49     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 26      | 21      | 13     |
+----------------------------------------+---------+---------+--------+
| > 5\. **Asian/Pacific Islander         | 53      | 48      | 49     |
| > Students**                           |         |         |        |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 25      | 30      | 18     |
+----------------------------------------+---------+---------+--------+
| > 6\. **Hispanic Students**            | 41      |         |        |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 10      | \*      | \*     |
+----------------------------------------+---------+---------+--------+

\*Fewer than 10 students

Subject: [Math]{.underline} Grade: [5]{.underline} Test: [Terra
Nova]{.underline}

Edition/Publication Year: [2002]{.underline}

Publisher: [CTB McGraw Hill]{.underline}

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

+----------------------------------------+---------+---------+--------+
|                                        | 20      | 20      | 200    |
|                                        | 04-2005 | 03-2004 | 2-2003 |
+----------------------------------------+---------+---------+--------+
| > Testing month                        | F       | F       | March  |
|                                        | ebruary | ebruary |        |
+----------------------------------------+---------+---------+--------+
| > **SCHOOL SCORES**                    |         |         |        |
+----------------------------------------+---------+---------+--------+
| > Mean of National Percentile          | 45      | 47      | 49     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 47      | 46      | 34     |
+----------------------------------------+---------+---------+--------+
| > Percent of total students tested     | 100%    | 100%    | 100%   |
+----------------------------------------+---------+---------+--------+
| Number of students alternatively       | 0       | 0       | 0      |
| assessed                               |         |         |        |
+----------------------------------------+---------+---------+--------+
| Percent of students alternatively      | 0       | 0       | 0      |
| assessed                               |         |         |        |
+----------------------------------------+---------+---------+--------+
| > **SUBGROUP SCORES**                  |         |         |        |
+----------------------------------------+---------+---------+--------+
| > 1\. **Low Income Students**          | 41      | 45      | 46     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 27      | 28      | 21     |
+----------------------------------------+---------+---------+--------+
| > 2\. **LEP Students**                 | 41      | 44      | 45     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 38      | 35      | 21     |
+----------------------------------------+---------+---------+--------+
| > 3\. **Female Students**              | 52      | 51      | 48     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 20      | 25      | 21     |
+----------------------------------------+---------+---------+--------+
| > 4\. **Male Students**                | 42      | 42      | 51     |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 26      | 21      | 13     |
+----------------------------------------+---------+---------+--------+
| > 5\. **Asian/Pacific Islander         | 51      | 49      | 50     |
| > Students**                           |         |         |        |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 25      | 30      | 18     |
+----------------------------------------+---------+---------+--------+
| > 6\. **Hispanic Students**            | 29      |         |        |
+----------------------------------------+---------+---------+--------+
| > Number of students tested            | 10      | \*      | \*     |
+----------------------------------------+---------+---------+--------+

\*Fewer than 10 students