**Revised March 17, 2005**

> OMB Control Number: 1860-0745

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

*U.S. Department of Education*

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

Name of Principal [Ms. Christine
Cassidy\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Park Western Place Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address[\_\_\_1214 Park Western Place]{.underline} (If
address is P.O. Box, also include street address)

[San Pedro California 90732-2220]{.underline}

City State Zip Code+4 (9 digits total)

County [Los
Angeles\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} School
Code Number\* 19647336018675

Telephone [( 310 ) 833-3591]{.underline} Fax [( 310)
833-6413]{.underline}

Website/URL [www.lausd.net]{.underline} E-mail
[ccassidy@lausd.k12.ca.us\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Gov. Roy Romer]{.underline}

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

District Name [Los Angeles Unified School District]{.underline} Tel. [(
213 )241-2450]{.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 Mr. Jose Huizar

President/Chairperson

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_432\_]{.underline} Elementary
schools

[\_\_77\_]{.underline} Middle schools

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

[\_\_ 60]{.underline} High schools

[\_ 144]{.underline}\_Other

\_\_713 TOTAL

\*Multilevel, Magnet, Continuation H.S., Special Ed., Community Day,
Opportunity H.S., Community Adult

2\. District Per Pupil Expenditure:
[\_\$6533\_\_\_\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\$6822\_\_\_\_\_(2002\_\$6719)\_\_\_\_]{.underline}

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

\*\*Please note that our statistics include one magnet school on our
campus. We have 264, 1^st^ -- 5th graders in the Gifted/High Ability
Magnet. We have incorporated the data wherever possible.

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

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

4\. [6+]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       47        27                     **74**       **8**                             

  **1**       46        56                     **102**      **9**                             

  **2**       57        55                     **112**      **10**                            

  **3**       69        52                     **121**      **11**                            

  **4**       67        55                     **122**      **12**                            

  **5**       73        48                     **121**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   652
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [25]{.underline} % White

the students in the school: [11]{.underline} % Black or African American

[47]{.underline} % Hispanic or Latino

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

\% 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:
[5%]{.underline}

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  12
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           19
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   31
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 653
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .047
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          4.74
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_\_8\_%]{.underline}

[\_\_\_\_54\_]{.underline} Total Number Limited English Proficient

Number of languages represented: [\_\_\_\_5\_\_\_\_]{.underline}

Specify languages: Spanish, Japanese, Farsi, Thai, Korean

9\. Students eligible for free/reduced-priced meals:
[\_\_\_53\_\_%]{.underline}

Total number students who qualify: [\_\_\_\_342\_\_]{.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:
[\_\_6\_\_\_%]{.underline}

[\_\_42\_\_]{.underline}Total Number of Students Served

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

[\_\_2\_]{.underline}Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [\_\_2\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_16]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[\_4\_]{.underline}Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [18\_\_]{.underline}Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [­­ 2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_32\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_\_1\_\_\_]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals [\_\_\_\_7\_\_\_]{.underline}
[\_\_\_\_3\_\_\_\_]{.underline}

> Support staff [\_\_\_\_8\_\_\_]{.underline}
> \_[\_\_\_6\_\_\_\_]{.underline}
>
> Total number [\_\_\_\_49\_\_]{.underline} \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[24:1\_\_\_\_\_]{.underline}

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

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

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

  Daily teacher attendance   92%         90%         91%         91%         92%

  Teacher turnover rate      15%         10%         3%          3%          0%

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

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

**PART III ‑ SUMMARY**

1\.

Park Western Place Elementary School is in San Pedro, overlooking the
working harbor of Los Angeles. At the southernmost tip of the sprawling
Los Angeles Unified School District, it is located on a hillside next to
a public housing project. Many of the students reside there or come from
nearby urban areas and residential communities. In addition to our
regular educational program comprising three/fifths of our student
population, our campus includes two special education classes, and a
gifted magnet focusing on math and science. We are a Title I school with
53% of our population classified as economically disadvantaged. Our
student population of 652 reflects the wide ethnic diversity of our city
with a blend of 47% Hispanic, 24.7% White, 17.3% Asian and 11% Black.
Five different primary languages are represented and 8% of our students
have limited English. Most English learners achieve proficient levels of
English fluency within three years.

Park Western Place is an extraordinary learning environment with a
shared vision. "All students can and will advance their learning in an
engaging and challenging environment." It is our belief that students,
regardless of ethnicity, primary language, socioeconomic status, or
gender, are capable of attaining proficiency in their learning. We all
embrace this goal: the teachers, the parents, the principal, the support
staff, and, most significantly, the students. Everyone in our school
community is encouraged to be a role model to this purpose. Our goal is
that all students advance; no student slips through the cracks; all
students are supported and offered a full spectrum of opportunity. We
have constructed a rigorous, systematic curriculum of depth and scope
that is based on standards, appropriate assessment, and clear
expectations of achievement.

Our students have made noteworthy gains, the most significant in our
lower achieving student population. In the last five years our level of
student achievement has gone well beyond the expectations of the state
of California, and surpassed the schools in our area, including many
schools in other more affluent areas.

We have achieved a school culture of teamwork through positive and open
communication between parents, teachers, administration, staff, and
students. Our staff is highly committed and supportive. With a pervasive
willingness to go beyond expectations, teachers have shared their
talents to create such traditions as a school-wide Heritage Pageant
celebrating diversity, a Colonial Faire, chorus presentations and
musicals, an overnight learning experiences at Catalina Island Marine
Institute, Astro Camp, and Cabrillo Museum. A literature anthology,
*[The Bridge]{.underline}*, is published yearly to encourage student
authors. Extensive parent volunteers make valuable contributions such as
teaching folk dance, organizing our classroom Resource Room, assisting
in special programs such as Math and Science Fun Days, and Land
Conservancy Nature Hikes. We have written grants to fund such things as
our beautiful student library provided by Wonder of Reading; the Arts
Prototype program taught by trained experts to reinforce learning in the
curriculum areas using a variety of learning modalities; acquisition of
appropriate classroom materials for our Resource Room which stocks
materials in all curriculum areas for students at all learning levels;
books, and technology for the classroom; a new playground from a Kirk
Douglas grant; and advanced professional development for teachers.

Our educational vision is to provide students with strong learning tools
and skills, and a broad range of experiences and information to help
them understand and engage fully in the world in which they live. We
know students can be accomplished learners and at our school they are.

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

1\.

The State of California mandates that all schools will participate in
the California Standardized Testing and Reporting (STAR) Program. Since
1999, the State requires language arts and mathematics assessments to
measure the grade-level skills of each student based upon the adopted
California Academic Content Standards. This assessment is called the
California Standards Test (CST). Students grade 2 to 11 take this test.
This nationally norm-referenced multiple choice achievement test known
as the California Achievement Test, Sixth Edition (CAT/6) has been
administered since 2003. The Stanford 9 (SAT/9) was used from 1998 to
2002.

Since 1999, California rates all schools with a numeric score, the
Academic Performance Index (API). API reflects a school's performance on
the STAR which includes the California Standards Test and to a smaller
degree the CAT/6. Scores range from 200 to 1000. 800 is the statewide
target score. Adequate Yearly Progress (AYP) goals are set to continue
to make advancement in student achievement to ensure that "No Child is
Left Behind." Every sub group at our school has exceeded the goals.

Our school has shown impressive and consistent growth in all areas. We
have exceeded our AYP in all categories including Special Education. The
current API score for our school is 910; in 1999 it was 793. All
subgroups currently have API scores that exceed 800, with our most
impressive gains made in our underperforming subgroups as shown below:

<table>
<colgroup>
<col style="width: 14%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td># tested</td>
<td><p>1998/</p>
<p>1999</p></td>
<td># tested</td>
<td><p>1999/</p>
<p>2000</p></td>
<td># tested</td>
<td><p>2000/</p>
<p>2001</p></td>
<td># tested</td>
<td><p>2001/</p>
<p>2002</p></td>
<td># tested</td>
<td><p>2002/</p>
<p>2003</p></td>
<td># tested</td>
<td><p>2003/</p>
<p>2004</p></td>
</tr>
<tr class="even">
<td>API Score</td>
<td>349</td>
<td><strong>793</strong></td>
<td>355</td>
<td><strong>821</strong></td>
<td>366</td>
<td><strong>864</strong></td>
<td>401</td>
<td><strong>878</strong></td>
<td>436</td>
<td><strong>888</strong></td>
<td>467</td>
<td><strong>910</strong></td>
</tr>
<tr class="odd">
<td>Sub Groups</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>Socioeconomic</p>
<p>Disadvantaged</p></td>
<td>160</td>
<td><strong>670</strong></td>
<td>168</td>
<td><strong>697</strong></td>
<td>174</td>
<td><strong>786</strong></td>
<td>209</td>
<td><strong>816</strong></td>
<td>201</td>
<td><strong>820</strong></td>
<td>211</td>
<td><strong>860</strong></td>
</tr>
<tr class="odd">
<td>Hispanic</td>
<td>134</td>
<td><strong>659</strong></td>
<td>137</td>
<td><strong>689</strong></td>
<td>139</td>
<td><strong>767</strong></td>
<td>159</td>
<td><strong>801</strong></td>
<td>186</td>
<td><strong>818</strong></td>
<td>230</td>
<td><strong>847</strong></td>
</tr>
</tbody>
</table>

STAR results are aligned to the California State Standards for reading,
language arts, and mathematics. It generates scores for each student,
classifying achievement as advanced, proficient, basic, or below basic.
In reading, our student proficiency level in 2004 is 77%, with 40%
advanced, from 63% proficient and 25% advanced in 2001. The gains are
especially impressive since our regular educaton population which is
primarily low income is growing and comprises half of the students
tested. Our greatest gains were made in our socio-economically
disadvantaged and Hispanic subgroups. 64% of our disadvantaged students
scored at or above proficiency and 23% were advanced, an increase from
40% proficient and 13% advanced in 2001. 61% of our Hispanic population
scored at or above proficiency and 22% were advanced, up from 31%
proficiency and 7% advanced levels in 2001. Results in math are even
higher. CELDT, The English Language Development Test is given twice a
year with a higher pass rate than both the local district and the school
district as a whole.

Assessments used regularly on our school site allow us to monitor the
ongoing progress of each student. Those assessments are strong
indicators of student performance on state tests. Scholastic Reading
Inventory (SRI) is a computer based reading comprehension assessment
with approximately 85% correlation to STAR and CAT/6. Records of Oral
Text (running records) are administered regularly to primary students.
In mathematics, a similar tracking program, Lightspan, is administered
to assess performance aligned to the curriculum standards, and quarterly
math assessments are given to all students.

2\.

Assessment is viewed positively as a friendly guide at Park Western. It
keeps us focused on growth, allows us to celebrate achievements, and
guides us closer to our desired destination. Assessment guides our
practice, strategic planning, and goal setting. At the beginning of each
school year, staff members carefully review and analyze test data from
the CAT/6, California Standards Tests (STAR), and district Performance
Assessments to find patterns and trends. The faculty shares this
information in detail, identifying strengths and determining areas of
focus. Teachers are given detailed test results for both incoming
students and prior students to carefully analyze. Special attention is
placed on students achieving less than proficiency, and plans for
achieving proficiency are outlined.

State test results and school-selected assessments are used to guide
practices, allowing for strategic planning, goal setting, and
modifications based upon tangible evidence. Throughout the year, student
progress in reading and math is monitored, matching the STAR and the
norm referenced test data to school assessment data. School assessments
predict performance on the STAR. Students showing inadequate growth in
periodic assessments are observed closely to identify specific
weaknesses and to focus on effective teaching strategies. Intervention
classes and a Student Success Team are in place to assist. The following
regular assessments are used for success in reading: fluency and
alphabet checks for kindergarten; Records of Oral Text in primary
classes; and a computer-generated assessment, Scholastic Reading
Inventory (SRI), for all readers. Achievement data in math is generated
by Lightspan, a computer program; district quarterly math assessments;
and Scott Foresman publisher assessments.

In conferences, teachers, students, and parents evaluate student
progress based on assessment and set goals. Students learn to
self-evaluate using criterion-based rubrics and direct feedback from
assessments. This helps them become independent learners monitoring
their own progress.

3\.

Parents receive results from all standardized testing in the mail. Local
newspapers print school test results for local schools and other school
districts throughout the state. District and state web sites provide
useful information, test results, and post the state curriculum
standards.

Approximately 90% of parents attend Back-to-School Night held in the
first month of the school year and are informed of grade level
expectations and curriculum standards. Three times a year, written
progress reports are sent home in the parents' primary language. Two
formal conference periods coincide with reporting periods to review
progress. Teachers are available to discuss in detail a student's
progress and to make suggestions for growth and improvement. Plans of
action are developed with parents for lower achieving students. The
Student Success Team meets to help develop strategies to advance student
performance. Parents of students requiring intervention are notified.
Parents and students receive results of progress on SRI and math
assessments. Students, teachers, and parents set goals together to
achieve proficiency and advance beyond. Conference attendance is high,
approximately 95%.

Communication is provided in a regular school newsletter, *The Bulldog
Communicator*, parent letters and e-mails, school notices, school
meetings, and councils. Our bilingual staff is available to translate
for our Spanish speaking population. Notices are sent home translated in
Spanish regularly.

4\.

Success has made our school a host to principals, teachers, and visitors
from other schools to observe our classrooms and school programs in
action. Teachers at our school have led numerous curriculum workshops
and forums available to district teachers. We provide student teaching
experiences for new teachers training at California State University at
Dominguez Hills. Several teachers work with new teachers in the BTSA
program (Beginning Teacher Support and Assessment). Our two National
Certified Teachers provide training and assistance with teachers at
other schools as well as our own. We articulate with our onsite state
preschool, the adjoining State Children's Center, and nearby middle
schools to provide an integrated program and ensure smooth transitions.
The state preschool and kindergarten teachers regularly discuss student
progress, particularly in the development of reading readiness. They
have access to our database allowing them to evaluate the success of
their program by monitoring progress of former students. Communication
with the preschool helps us identify special needs for early
intervention. We work with the adjoining Children's Center to create
coherent transitions between our programs. As a result of our input, the
Children's Center keeps cumulative records of each student's strengths
and areas of growth using Concepts About Print and emerging readiness
skills for reading. The children from the Children's Center use our
school library. Our school hosts a meeting between middle school
counselors and our parents and students to keep them informed about
matriculation options. As a result of collaboration with the local
middle school, a pre-algebra class was opened to meet the needs of our
advanced graduating fifth grade students.

**PART V -- CURRICULUM AND INSTRUCTION**

1\.

The rigorous California Content Standards define the curriculum in all
the core curricular areas. The specific concepts, skills, and content
are outlined for each grade level and all students have access to the
core curriculum. Elementary school curriculum goals for are as follows:

[Reading/Language Arts]{.underline}: A balanced reading program with
emphasis on comprehension is built upon a strong basis of word analysis,
fluency, and vocabulary development. Students read a broad variety of
quality textual material to develop proficiency in both informative and
literary reading. Students respond to, interpret, and analyze a variety
of literary genre. Every classroom has sets of appropriate leveled books
for students to read at their identified reading level in both
literature and in informational content material across the curriculum.
Students are held accountable for reading 20 to 30 books a year and
responding to what they read. Students apply writing strategies and
appropriate language conventions to compose narrative, descriptive,
informative, and persuasive writing. Students write regularly in
classroom workshops, creating portfolios of their work. All students
have an opportunity to publish their works in a school anthology, The
Bridge.

[Mathematics:]{.underline} A systematic program incorporates all strands
of mathematics at every grade level: number sense, algebra and
functions, measurement and geometry, statistics, data analysis, and
probability. Each year of instruction builds upon the previous to
increase computation and problem solving skills and strategies. Use of
math tools and grade level appropriate activities designed to teach and
reinforce skills are used in the classroom. Materials and practice
directly aligned with the standards are used. Computer technology is
used to reinforce learning.

[Science:]{.underline} A balanced science program provides
developmentally appropriate lessons in physical science, life science,
earth science, and experimentation and investigation at all grade
levels. The California Standards dictate the grade level units. Students
receive a full spectrum of scientific background and understanding of
essential concepts in areas such as Matter, Human Body, Survival and
Adaptation, Weather, Physics, Sound, Earth, Life Cycle, Water Cycle,
Energy, Eco Systems, Geology, Electricity and Magnetism, and others. At
every grade level, hands-on experimentation and investigations occur in
which students record observations, test variables, and engage in the
scientific process. FOSS investigation kits are used at all grade levels
as well as the standards based Scott Foresman Text and other
supplemental science reading material. Computer research and educational
interactive programs reinforce scientific concepts.

[Social Studies]{.underline}: An approach integrating history,
geography, economics, government and civics is used. Primary grades
study local community and comparative cultures, upper grades study
California and the United States. Students compare and contrast events
in the past with current times; geographical regions and resources;
cultural and environmental diversity; exploration, immigration,
settlement of people; structure of government; and sources of past
conflict. Textual material including primary source material, historical
fiction, simulation activities, dramatic production, Internet research
and interactive programs, multi-media presentation, and map
investigations are utilized.

[Art:]{.underline} The arts program is integrated with other curriculum
areas. The Arts Prototype Program provides three highly trained teachers
in the arts: visual, dance, and drama. These teachers work with students
weekly and train teachers to fully integrate arts in the curriculum.
Students are involved in school art projects, education in ceramics, Art
To Grow On experiences in a variety of media, a regular folk dance
program, and choral, dramatic, and dance presentations.

[PE/Dance]{.underline}: Students learn skills and strategies for
participating in a full range of sports activities which promote
physical activity and healthy choices. Physical fitness is emphasized.
Fifth grade students participate in the President's Physical Fitness
test and a developmental running program in which students are expected
to successfully run a mile.

2a. **(Elementary Schools)**

The basis for success at our school is a sound and balanced reading
program emphasizing both skills and comprehension and fully aligned with
the California Content Standards. Powerful assessment tools are in place
at all grade levels and keep us on target. In primary grades to pinpoint
specific reading behaviors teachers use fluency, phonemic awareness
assessments, alphabet checks, Records of Oral Text to determine reading
levels and fluency for each student. These records are used to analyze
individual student miscues, plan lessons, and select leveled books.
Grade level teachers collaboratively set benchmark levels reflecting
proficiency. Students read and are instructed in a wide variety of
books, genres and text structures at their reading level. Scholastic
Reading Inventory (SRI) tracks reading comprehension progress of each
student and provides regular, computer generated, reports for students,
teachers, and parents. Performance of individual students, classes,
grade levels, and the entire school can be easily monitored with SRI.
Students are aware of their numeric reading level generated by SRI and
are motivated to improve by reading books in the range best for
strengthening their comprehension. The goal is to accommodate all
students, struggling and high achieving, giving them the level of
instruction needed.

Our Resource Room contains a selection of nearly 20,000 titles of trade
books, fiction, informational books, and leveled texts in sets of 5 to
30. Books are organized by genre and reading level easily available to
teachers for classroom use. Third through fifth graders keep a reader's
notebook to track genre and number of books read, aiming for balanced
reading in a variety of genres. They record books and interests for
future reading, write weekly letters to their teachers, make connections
and ask questions, and follow up with discussion in literature circles
and student-teacher conferences. Reading Counts is a software program in
which students keep a record of books read, earning points for each book
after successfully passing a short quiz. This component of the program
provides incentive to students as they watch their accomplishments in
reading build. Our goal is to develop self-aware, independent, readers
who share what they read with others.

3\.

"All students can and will advance their learning in an engaging and
challenging environment" is our mission. To accomplish our goal, we have
developed an integrated, developmental approach to mathematics
instruction aligned with the California State Standards. Teachers
collaboratively select specific hands-on activities that support the
standards and arrive at appropriate benchmarks of achievement for their
grade level in each mathematical strand: number sense, algebra and
functions, measurement and geometry, statistics, data analysis, and
probability. In kindergarten and the primary grades, number sense is
critical to long-term success. Manipulative-based activities, mental
mathematics and the Scott Foresman textbooks are used to create a strong
conceptual base upon which to build higher mathematics in later years.
Appropriate practice strengthens automaticity of number facts and
computation skills and provides students with necessary tools for the
confident application of math skills. Grades 3 to 5 focus on application
of math skills and concepts, problem solving, and making useful
connections in science and other curriculum areas.

Quarterly district benchmark assessments provide percentages of mastery
for each tested standard for each student. Tests from the state-adopted
Scott Foresman program are administered to assess whether specific
standards within the mathematical strands are met. Computer software
such as Math Generator and the AAA Mathematics website provide students
with appropriate leveled practice. Math instruction is departmentalized
in 4th and 5th grade, providing specialized expertise and a uniform
program based upon standards and moving beyond as students advance.

STAR test demonstrate success the success of the mathematics program
with over 80% of the students scoring proficient or advanced on the
California Standards Test.

4\.

We strive for advancement for each student with an engaging curriculum
which increases their skills, abilities, and background of knowledge. To
accomplish our goal we focus on standards to be met, vigilant review and
assessment, and appropriate curriculum development. This includes
designing criterion-based rubrics children can understand, finding ways
for teachers and students to monitor learning, and purchasing materials
aligned with the specific needs of our learners. We carefully scrutinize
the progress of individual students, regularly review and reassess
performance and teaching practices, make needed adjustments, and seek to
improve the craft of teaching.

Data from assessments drives our planning and teaching. Classroom
lessons, purchasing of materials, staff development, and assessment
tools use the standards as a guideline. Teachers use materials, plan
projects and homework, and assess student performance using rubrics
based on the standards. Formal and informal assessments tailor
instruction to individual needs.

Teachers work collaboratively at each grade level and across grade
levels to create an integrated and consistent program. Instruction
utilizes hands-on learning experiences, addresses different learning
modalities, and creates a balance between independent and collaborative
student work as well as teacher-directed and student--centered work. We
use a variety of instructional tools that are designed to capture the
interest of students: interactive computer programs and Internet
research; video and related media technology; textbooks and other
reading materials; hands-on materials and activities, especially for
science and mathematics; experiential learning simulation activities;
and projects designed to use the skills and concepts taught.

5\.

Teachers engage in weekly professional development. Our district
schedules one afternoon a week using banked time each day to provide for
early dismissal for this purpose. As a staff we develop a professional
development plan. After careful review of assessments, our staff
professional development is based on the needs of our students. Each
year an area of focus is selected for in-depth study and curriculum
development. The last few years have targeted such areas as reading
comprehension, literary analysis, written composition, and strengthening
reading comprehension in informational text across the curriculum. Other
curriculum areas are addressed throughout the year, but in less depth
than the selected area of concern. In staff development, solid research
findings are reviewed and discussed to establish effective teaching
strategies and practices. Teachers implement strategies in their
classrooms and share outcomes and student work to determine the level of
success and make appropriate adjustments. Teachers showing the greatest
success as seen in test data and review of student work samples provide
leadership for others, sharing effective teaching methods.

Teachers regularly meet in grade level groups to discuss instructional
practices and strategies, review student work, design appropriate
learning activities, and share resources and materials. Release time is
used for teachers to observe their colleagues and work together
collaboratively. New teachers are teamed up with more experienced
teachers at their grade level. The principal visits classrooms regularly
and provides recommendations for successful teaching, and trains and
supports new teachers. Most teachers attend a variety of workshops,
in-services and conferences to keep current and gain additional
professional training. Professional development is essential to a
rigorous academic program and our staff is dedicated to improving their
craft. We know the best teachers are those that continue to learn.

**PART VII - ASSESSMENT RESULTS**

CALIFORNIA STANDARDS TEST

The tables on the following pages report the results from the California
Standards Test, our state criterion referenced test. The
English/Language Arts portion has results for four years, while the math
portion of the test for only three years. Determination for basic,
proficient, and advanced scores occur as follows:

1.  Students are given a raw score, based on how many items the student
    answered correctly.

2.  The raw score is converted to a Scaled Score

3.  Scaled scores are then used to determine performance standards of
    Far Below Basic, Below Basic, Basic, Proficient, and Advanced

> The following are the scaled score ranges for Performance Standards,
> as determined by the California Department of Education:
>
> English/Language Arts
>
> Grade Basic Proficient Advanced 2 300-349 350-401 402 and greater 3
> 300-349 350-401 402 and greater 4 300-349 350-392 393 and greater 5
> 300-349 350-394 395 and greater
>
> Math

Grade Basic Proficient Advanced

> 2 300-349 350-413 414 and greater 3 300-349 350-413 414 and greater 4
> 300-349 350-400 401 and greater 5 300-349 350-429 430 and greater

Park Western Place Elementary School has two classes of mentally
retarded students. Two years ago the State began administering the CAPA
test, as part of the California Standards Test for those students who
are significantly mentally disabled. In 2000 and 2001 the children were
not required to take the CST test per their IEP's and State
requirements. If those children were included we would reach 100% in
each grade level. The California Department of Education on the API
school reports from 2000 to the present lists Park Western Place School
as testing 100% of the students. The reason the percentage does not read
100% is because the CAPA children are not included in the totals. CAPA
students are tested by ability level not grade level.

The California Standards test scores for the students of Park Western
Place School combine the students from the regular education program
with the children in the gifted high achieving magnet. The regular
program's population is primarily economically disadvantaged and
Hispanic. The magnet program's population is very stable, more affluent
and very diverse. In 2000 / 2001 the ratio of magnet students to regular
education children was two thirds magnet and one-third regular
education. Last year the ratio was 50/50 as there has been an increase
of over 100 students in the regular education program and the magnet
population has stayed the same. The test scores of Park Western Place
have significantly increased over the past four years even with the
change in population.

[Subject_English-Language Arts\_\_]{.underline} [Grade_2]{.underline}\_
[Test California Standards Test]{.underline}

Edition/Publication Year\_-\_Changes yearly Publisher \_ETS

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

  Testing month                May        May         May         May

  SCHOOL SCORES                                                    

  \% At Or Above Far Below     100%        100%        100%        100%
  Basic                                                           

  \% At or Above Below Basic   100%        98%         99%         92%

  \% At or Above Basic         93%         96%         94%         84%

  \% At or Above Proficient    81%         70%         68%         56%

  \% At Advanced               37%         31%         30%         24%

  Number of students tested    110         113         107         108

  Percent of total students    95%         92%         92%         96%
  tested                                                          

  Number of students          6           9            0           0
  alternatively assessed                                          

  Percent of students          5%         7%           0          0
  alternatively assessed                                          

  SUBGROUP SCORES                                                  

  1.Economically                                                   
  Disadvantaged                                                   

  \% At or Above Basic         86%         95%         90%         74%

  \% At or Above Proficient    67%         58%         55%         39%

  \% At Advanced               24%         18%         16%         14%

  Number of students tested    45          55          64          51

  2.Hispanic                                                       

  \% At or Above Basic         88%         94%         88%         66%

  \% At or Above Proficient    68%         61%         46%         34%

  \% At Advanced               16%         20%         11%         13%

  Number of students tested    50         49           45          38

  3\. White                                                        

  \% At or Above Basic         100%        100%        100%        89%

  \% At or Above Proficient    93%         85%         86%         65%

  \% At Advanced               59%         33%         45%         42%

  Number of students tested    27          27          29          26

  4\. Asian                                                        

  \% At or Above Basic         100%        100%        100%        100%

  \% At or Above Proficient    100%        92%         89%         83%

  \% At Advanced               58%         69%         50%         33%

  Number of students tested    12          13          18          18

  5\. African American                                            

  \% At or Above Basic        92%         100%        90%         88%

  \% At or Above Proficient   75%         50%         50%         53%

  \% At Advanced              25%         29%         20%         6%

  Number of students tested   12          14          10          17

  6\. Gifted                                                      

  \% At or Above Basic        100%        100%        100%        100%

  \% At or Above Proficient   100%        100%        100%        100%

  \% At Advanced              71%         100%        60%         64%

  Number of students tested   7           2           15          17

  **STATE SCORES**                                                 

  \% At or Above Basic        65%         72%         67%         61%

  \% At or Above Proficient   35%         45%         37%         32%

  \% At Advanced              12%         18%         13%         10%
  --------------------------- ----------- ----------- ----------- -----------

[Subject \_English-Language Arts]{.underline}\_\_
[Grade_3]{.underline}\_\_\_\_\_ [Test California Standards
Test]{.underline}\_

Edition/Publication Year\_- Changes Yearly\_\_\_\_ Publisher_ETS

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

  Testing month                May                     May        May         May

  SCHOOL SCORES                                                               

  \% At Or Above Far Below     100%                    100%       100%        100%
  Basic                                                                      

  \% At or Above Below Basic   100%                    99%        94%         97%

  \% At or Above Basic         96%                     91%        90%         86%

  \% At or Above Proficient    77%                     70%        77%         65%

  \% At Advanced               34%                     30%        38%         22%

  Number of students tested    116                     116        115         87

  Percent of total students    94%                     97%       97%          95%
  tested                                                                     

  Number of students          7                        3          0           0
  alternatively assessed                                                     

  Percent of students          6%                      3%         0          0
  alternatively assessed                                                     

  SUBGROUP SCORES                                                             

  1\. Economically                                                            
  Disadvantaged                                                              

  \% At or Above Basic         93%                     89%        82%         72%

  \% At or Above Proficient    63%                     53%        65%         34%

  \% At Advanced               20%                     18%        20%         6%

  Number of students tested    60                      58         56          32

  2\. Hispanic                                                                

  \% At or Above Basic         94%                     84%       76%         49%

  \% At or Above Proficient    61%                     47%       52%         46%

  \% At Advanced               16%                     9%        17%         6%

  Number of students tested    49                      57        42          32

  3.White                                                                     

  \% At or Above Basic         100%                    96%        97%         100%

  \% At or Above Proficient    90%                     92%        90%         82%

  \% At Advanced               48%                     54%        59%         41%
  --------------------------- ----------- ----------- ---------- ----------- -----------

  --------------------------- ----------- ---------- ---------- ----------
  Number of students tested    31          26         29         22

  4.Asian                                                        

  \% At or Above Basic         100%        100%       100%       95%

  \% At or Above Proficient    100%        100%       98%        64%

  \% At Advanced               92%         50%        62%        22%

  Number of students tested    12          16         18         19

  5\. Black                                                     

  \% At or Above Basic        86%         100%       100%       80%

  \% At or Above Proficient   64%         88%        87%        70%

  \% At Advanced              29%         33%        25%        30%

  Number of students tested   14          9          16         10

  6.Gifted                                                      

  \% At or Above Basic        100%        100%       100%       100%

  \% At or Above Proficient   100%        100%       98%        90%

  \% At Advanced              78%         56%        70%        36%

  Number of students tested   32          45         41         31

  State Scores                                                  

  \% At or Above Basic         61%         63%        62%        59%

  \% At or Above Proficient    30%         33%        34%        30%

  \% At Advanced               9%          10%        11%        9%
  --------------------------- ----------- ---------- ---------- ----------

[Subject\_ English-Language Arts]{.underline}\_\_
[Grade_4\_\_\_\_\_]{.underline} [Test \_California Standards
Test]{.underline}\_

Edition/Publication Year\_- Changes yearly \_\_\_Publisher_ETS

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

  Testing month                May                     May        May         May

  SCHOOL SCORES                                                               

  \% At Or Above Far Below    100%                     100%       100%        100%
  Basic                                                                      

  \% At or Above Below Basic  98%                      98%        95%         98%

  \% At or Above Basic        96%                      93%        85%         87%

  \% At or Above Proficient   72%                      78%        60%         77%

  \% At Advanced              33%                      49%        30%         30%

  Number of students tested    112                     112        96          91

  Percent of total students    97%                     93%       93%          91%
  tested                                                                     

  Number of students          3                       7           0           0
  alternatively assessed                                                     

  Percent of students          3%                      6%         0          0
  alternatively assessed                                                     

  SUBGROUP SCORES                                                             

  1.\_Economically                                                            
  Disadvantaged                                                              

  \% At or Above Basic         98%                     81%        71%         76%

  \% At or Above Proficient    64%                     59%        36%         27%

  \% At Advanced               19%                     34%        9%          10%

  Number of students tested    64                      46         45          41

  2\. Hispanic                                                                

  \% At or Above Basic         97%                     81%        70%         70%

  \% At or Above Proficient    54%                     56%        35%         54%

  \% At Advanced               12%                     26%        8%          12%

  Number of students tested    57                      43         37          33

  3\. White                                                                   

  \% At or Above Basic         100%                    100%       100%        100%

  \% At or Above Proficient    88%                     90%        87%         87%

  \% At Advanced               65%                     57%        52%         40%

  Number of students tested    26                      30         23          15

  4\. Asian                                                                   

  \% At or Above Basic         100%                    100%       95%         92%

  \% At or Above Proficient    100%                    100%       73%         91%

  \% At Advanced               54%                     88%        42%         44%

  Number of students tested    13                      16         19          23

  5. Black                                                                   

  \% At or Above Basic        88%                     100%       77%         67%

  \% At or Above Proficient   75%                     79%        69%         68%

  \% At Advanced              25%                     36%        30%         40%

  Number of students tested   8                       14         13          15

  6.Gifted                                                                   

  \% At or Above Basic        100%                    100%       100%        100%

  \% At or Above Proficient   98%                     96%        92%         98%

  \% At Advanced              66%                     78%        52%         50%

  Number of students tested   60                      51         50          52

  **STATE SCORES**                                                           

  \% At or Above Basic         73%                     74%        71%         66%

  \% At or Above Proficient    39%                     39%        36%         33%

  \% At Advanced               16%                     15%        14%         11%
  --------------------------- ----------- ----------- ---------- ----------- -----------

[Subject \_English-Language Arts\_\_]{.underline}
[Grade_5\_]{.underline} [Test\_ California Standards
Test]{.underline}\_\_

Edition/Publication Year - Changes yearly Publisher ETS

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

  Testing month                  May        May         May         May 

  SCHOOL SCORES                                                      

  \% At Or Above Far Below       100%        100%        100%        100%
  Basic                                                             

  \% At or Above Below Basic     94%         98%         99%         97%

  \% At or Above Basic           89%         86%         91%         87%

  \% At or Above Proficient      77%         69%         76%         61%

  \% At Advanced                 47%         36%         42%         25%

  Number of students tested      112         100         89          94

  Percent of total students      93%         98%        98%          94%
  tested                                                            

  Number of students            9            1           0           0
  alternatively assessed                                            

  Percent of students            7%          1%          0          0
  alternatively assessed                                            

  SUBGROUP SCORES                                                    

  1.Economically Disadvantaged                                       

  \% At or Above Basic           74%         75%         84%         76%

  \% At or Above Proficient      55%         37%         65%         27%

  \% At Advanced                 28%         20%         29%         10%

  Number of students tested      47          41          42          41

  2\. Hispanic                                                       

  \% At or Above Basic           75%         66%         82%         75%

  \% At or Above Proficient      57%         30%         58%         31%

  \% At Advanced                 25%         9%          26%         11%

  Number of students tested      44          33          34          36

  3\. White                                                          

  \% At or Above Basic           96%         100%        100%        100%

  \% At or Above Proficient      96%         96%         80%         81%

  \% At Advanced                 68%         63%         53%         42%

  Number of students tested      28          27          15          26

  4\. Asian                                                          

  \% At or Above Basic           100%        100%        100%        100%

  \% At or Above Proficient      94%         89%         86%         89%

  \% At Advanced                 65%         28%         59%         28%

  Number of students tested      17          18          22          18

  5\. Black                                                         

  \% At or Above Basic          93%         90%         84%         77%

  \% At or Above Proficient     72%         72%         84%         44%

  \% At Advanced                36%         36%         46%         22%

  Number of students tested     14          11          13          9

  6.Gifted                                                          

  \% At or Above Basic          98%         100%        100%        100%

  \% At or Above Proficient     98%         97%         97%         91%

  \% At Advanced                77%         54%         63%         47%

  Number of students tested     60          61          58          43

  **STATE SCORES**                                                  

  \% At or Above Basic           71%         72%         71%         66%

  \% At or Above Proficient      40%         36%         31%         28%

  \% At Advanced                 16%         10%         9%          7%
  ----------------------------- ----------- ----------- ----------- -----------

[Subject_Mathematics]{.underline} [Grade_2\_]{.underline} [Test
California Standards Test\_\_\_\_\_]{.underline}

Edition/Publication Year - Changes yearly Publisher ETS

  -------------------------------- ------------- ------------ ------------
                                   2003-2004     2002-2003    2001-2002

  Testing month                     May           May          May

  SCHOOL SCORES                                                

  \% At Or Above Far Below Basic    100%          100%         100%

  \% At or Above Below Basic        99%           100%         100%

  \% At or Above Basic              95%           95%          93%

  \% At or Above Proficient         85%           83%          77%

  \% At Advanced                    58%           58%          40%

  Number of students tested         110           113          108

  Percent of total students tested  95%           93%         93% 

  Number of students alternatively 6             9             0
  assessed                                                    

  Percent of students               5%           7%            0
  alternatively assessed                                      

  SUBGROUP SCORES                                              

  1.Economically Disadvantaged                                 

  \% At or Above Basic              89%           91%          89%

  \% At or Above Proficient         76%           80%          65%

  \% At Advanced                    45%           51%          23%

  Number of students tested         45            55           65

  2.Hispanic                                                   

  \% At or Above Basic              96%           91%          85%

  \% At or Above Proficient         82%           80%          54%

  \% At Advanced                    47%           51%          17%

  Number of students tested         49            49           46

  3\. White                                                    

  \% At or Above Basic              100%          100%         96%

  \% At or Above Proficient         96%           89%          93%

  \% At Advanced                    67%           67%          72%

  Number of students tested         27            27           29

  4\. Asian                                                    

  \% At or Above Basic              100%          100%         100%

  \% At or Above Proficient         100%          100%         89%

  \% At Advanced                    92%           77%          55%

  Number of students tested         12            13           18

  5\. Black                                                   

  \% At or Above Basic             75%           92%          100%

  \% At or Above Proficient        58%           77%          80%

  \% At Advanced                   17%           46%          10%

  Number of students tested        12            13           10

  6.Gifted                                                    

  \% At or Above Basic             100%          100%         100%

  \% At or Above Proficient        100%          100%         100%

  \% At Advanced                   86%           100%         67%

  Number of students tested        7             2            15

  **STATE SCORES**                                            

  \% At or Above Basic              76%           76%          68%

  \% At or Above Proficient         51%           53%          43%

  \% At Advanced                    23%           24%          16%
  -------------------------------- ------------- ------------ ------------

[Subject \_Mathematics]{.underline} [Grade_3]{.underline}\_ [Test
\_California Standards Test]{.underline}\_

Edition/Publication Year - Changes yearly\_\_\_\_ Publisher_ETS

  -------------------------------- ------------- ------------ ------------
                                   2003-2004     2002-2003    2001-2002

  Testing month                     May           May          May

  SCHOOL SCORES                                                

  \% At Or Above Far Below Basic    100%          100%         100%

  \% At or Above Below Basic        100%          100%         96%

  \% At or Above Basic              96%           94%          84%

  \% At or Above Proficient         88%           84%          73%

  \% At Advanced                    66%           51%          51%

  Number of students tested         116           116          117

  Percent of total students tested  94%           97%         97% 

  Number of students alternatively 7              3            0
  assessed                                                    

  Percent of students               6%            3%           0
  alternatively assessed                                      

  SUBGROUP SCORES                                              

  1.Economically Disadvantaged                                 

  \% At or Above Basic              92%           91%          74%

  \% At or Above Proficient         82%           76%          57%

  \% At Advanced                    53%           30%          31%

  Number of students tested         60            58           32

  2.Hispanic                                                   

  \% At or Above Basic              94%           91%          67%

  \% At or Above Proficient         84%           76%          51%

  \% At Advanced                    51%           30%          33%

  Number of students tested         49            57           43

  3\. White                                                    

  \% At or Above Basic              100%          96%          93%

  \% At or Above Proficient         97%           92%          83%

  \% At Advanced                    84%           77%          62%

  Number of students tested         31            26           29

  4\. Asian                                                    

  \% At or Above Basic              100%          100%         100%

  \% At or Above Proficient         100%          94%          100%

  \% At Advanced                    100%          81%          89%

  Number of students tested         12            16           18

  5\. Black                                                    

  \% At or Above Basic             86%           88%          94%

  \% At or Above Proficient        64%           88%          76%

  \% At Advanced                   43%           44%          29%

  Number of students tested        14            16           17

  6.Gifted                                                    

  \% At or Above Basic             100%          100%         100%

  \% At or Above Proficient        100%          100%         98%

  \% At Advanced                   97%           82%          88%

  Number of students tested        32            45           41

  **STATE SCORES**                                            

  \% At or Above Basic              73%          71%           65%

  \% At or Above Proficient         48%          46%           38%

  \% At Advanced                    21%          19%           12%
  -------------------------------- ------------- ------------ ------------

[Subject \_Mathematics]{.underline} [Grade 4]{.underline}\_\_\_
[Test\_\_CST\_\_]{.underline}

Edition/Publication Year -- Changes yearly\_\_\_\_\_\_\_
Publisher\_\_ETS

  -------------------------------- ------------- ------------ ------------
                                   2003-2004     2002-2003    2001-2002

  Testing month                     May           May          May

  SCHOOL SCORES                                                

  \% At Or Above Far Below Basic    100%          100%         100%

  \% At or Above Below Basic        99%           99%          97%

  \% At or Above Basic              95%           92%          83%

  \% At or Above Proficient         80%           83%          67%

  \% At Advanced                    52%           71%          34%

  Number of students tested         116           113          99

  Percent of total students tested  97%           94%         94% 

  Number of students alternatively 3              7            0
  assessed                                                    

  Percent of students               3%            6%           0
  alternatively assessed                                      

  SUBGROUP SCORES                                              

  1.Economically Disadvantaged                                 

  \% At or Above Basic              93%           83%          68%

  \% At or Above Proficient         70%           70%          47%

  \% At Advanced                    39%           60%          19%

  Number of students tested         64            46           47

  2.Hispanic                                                   

  \% At or Above Basic              93%           85%          66%

  \% At or Above Proficient         66%           79%          41%

  \% At Advanced                    28%           51%          21%

  Number of students tested         57            43           39

  3\. White                                                    

  \% At or Above Basic              100%          100%         96%

  \% At or Above Proficient         92%           90%          96%

  \% At Advanced                    85%           77%          48%

  Number of students tested         26            30           23

  4\. Asian                                                    

  \% At or Above Basic              100%          100%         88%

  \% At or Above Proficient         92%           100%         85%

  \% At Advanced                    85%           94%          46%

  Number of students tested         13            16           26

  5\. Black                                                    

  \% At or Above Basic             88%           100%         79%

  \% At or Above Proficient        75%           100%         64%

  \% At Advanced                   38%           79%          14%

  Number of students tested        8             14           14

  6.Gifted                                                    

  \% At or Above Basic             100%          100%         100%

  \% At or Above Proficient        98%           98%          94%

  \% At Advanced                   78%           94%          50%

  Number of students tested        60            51           52

  **STATE SCORES**                                            

  \% At or Above Basic              73%           72%          67%

  \% At or Above Proficient         45%           45%          37%

  \% At Advanced                    18%           18%          13%
  -------------------------------- ------------- ------------ ------------

[Subject_Mathematics]{.underline} [Grade_5\_\_\_\_]{.underline} [Test
CST\_\_]{.underline}

Edition/Publication Year -- Changes yearly Publisher_ETS\_

  -------------------------------- ------------- ------------ ------------
                                   2003-2004     2002-2003    2001-2002

  Testing month                     May           May          May

  SCHOOL SCORES                                                

  \% At Or Above Far Below Basic    100%          100%         100%

  \% At or Above Below Basic        99%           95%          100%

  \% At or Above Basic              95%           87%          96%

  \% At or Above Proficient         81%           79%          83%

  \% At Advanced                    47%           53%          52%

  Number of students tested         112           101          90

  Percent of total students tested  93%           99%          99%

  Number of students alternatively 9             1             0
  assessed                                                    

  Percent of students               7%            1%           0
  alternatively assessed                                      

  SUBGROUP SCORES                                              

  1.Economically Disadvantaged                                 

  \% At or Above Basic              87%           74%          91%

  \% At or Above Proficient         64%           59%          77%

  \% At Advanced                    28%           21%          35%

  Number of students tested         47            41           43

  2.Hispanic                                                   

  \% At or Above Basic              86%           74%         91% 

  \% At or Above Proficient         66%           59%          77%

  \% At Advanced                    27%           21%          35%

  Number of students tested         44            38           43

  3\. White                                                    

  \% At or Above Basic              100%          100%         100%

  \% At or Above Proficient         93%           100%         93%

  \% At Advanced                    68%           80%          80%

  Number of students tested         28            25           15

  4\. Asian                                                    

  \% At or Above Basic              100%          100%         100%

  \% At or Above Proficient         94%           100%         95%

  \% At Advanced                    65%           22%          76%

  Number of students tested         17            18           21

  5\. Black                                                    

  \% At or Above Basic             100%          92%          92%

  \% At or Above Proficient        79%           83%          77%

  \% At Advanced                   36%           42%          46%

  Number of students tested        14            12           13

  6.Gifted                                                    

  \% At or Above Basic             100%          100%         100%

  \% At or Above Proficient        100%          99%          98%

  \% At Advanced                   75%           74%          72%

  Number of students tested        60            61           58

  **STATE SCORES**                                            

  \% At or Above Basic              65%           61%          59%

  \% At or Above Proficient         38%           35%          29%

  \% At Advanced                    12%           10%          7%
  -------------------------------- ------------- ------------ ------------