##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Ms. Erica Tukeman]{.underline}

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

Official School Name [Cherry Chase School]{.underline}

(As it should appear in the official records)

School Mailing Address [1138 Heatherstone Way]{.underline}

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

[Sunnyvale, CA 94087-1620]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 408 ) 522-8241]{.underline} Fax [( 408 ) 522-4679]{.underline}

Website/URL
[www.sesd.org/schools/Cherry_Chase](http://www.sesd.org/schools/Cherry_Chase)
Email <etukeman@sesd.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\_\_\_\_[28-March, 2003]{.underline}

(Principal's Signature)

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

Name of Superintendent [Dr. Joseph W. Rudnicki]{.underline}

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

District Name [Sunnyvale School District]{.underline} Tel. [( 408 )
522-8200]{.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 [3-31-03]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Ms. Linda Kilian]{.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 [28 March 2003]{.underline}

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [8]{.underline} Elementary
schools

[2]{.underline} Middle schools

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

\_\_\_\_\_ High schools

[10]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,692]{.underline}

Average State Per Pupil Expenditure: [\$6,360]{.underline}

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

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

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

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

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

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

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

  **K**       41        41                     82           **7**                             

  **1**       41        37                     78           **8**                             

  **2**       28        32                     60           **9**                             

  **3**       31        29                     60           **10**                            

  **4**       29        24                     53           **11**                            

  **5**       30        31                     61           **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   394
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [54.0]{.underline} % White

the students in the school: [0.7]{.underline} % Black or African
American

[6.0]{.underline} % Hispanic or Latino

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

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

[7.6]{.underline} % Other

**100% Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 20
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 27
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        47
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    402
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0074
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    0.74
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [6.0]{.underline}
%

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

Number of languages represented: [11]{.underline}

Specify languages: Mandarin, Japanese, Arabic, Dutch, French, Urdu,
Korean, Filipino, Spanish,

Vietnamese, Other

9\. Students eligible for free/reduced-priced meals: [5]{.underline} %

[20]{.underline} Total Number Students Who Qualify

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

10\. Students receiving special education services: [7]{.underline} %

[29]{.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 \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [5]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [21]{.underline} Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

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

Classroom teachers [18]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_ [1]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ [1]{.underline}

> Support staff [4]{.underline} [1]{.underline}
>
> Total number [23]{.underline} [3]{.underline}

Gr K-3= 20:1

12\. Student-"classroom teacher" ratio: [Gr 4/5= 31:1]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 97%         97%         97%         95%         99%

  Daily teacher attendance 98%         99%         97%         \*          \*

  Teacher turnover rate    17%         19%         24%         \*          \*

  Student dropout rate     \-          \-          \-          \-          \-

  Student drop-off rate    \-          \-          \-          \-          \-
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

##  Cherry Chase School, in Sunnyvale, California, is an oasis of excellence and academics in one of the Silicon Valley's century-old districts. In the late 1940s, farmers who worked and lived in our once rural area, eight miles west of San Jose, wanted the finest school possible for their children. Named after the cherry orchards that once surrounded our four-acre campus, they constructed a small, five-room schoolhouse. Half a century later, Cherry Chase remains a stable force in the local community as a beacon for high standards, academic fortitude, and a hub of parental and staff energy that sustains our nurturing school community.

In 1999, our school began a modernization project that included updated
electrical wiring, cable, Internet, new roofs, new playgrounds, and
fully accessible facilities. We are now equipped with over \$150,000 of
the most updated technology that our community agreed was essential to
provide our students with the best possible global education. Currently,
our school is in the midst of a \$2.3 million dollar renovation project,
financed through a General Obligations Bond Issue. Sunnyvale was the
first school district in the entire state of California to pass a bond
measure with an 85% voter approval rate, which reflects the community
support enjoyed by our school and other district schools. Cherry Chase
has 20 classrooms, a multi-purpose cafeteria and student center, a
library, technology centers, and office buildings. The campus is safe,
clean, and orderly, reflecting the pride and respect shared by students
and staff.

**"*The mission of Cherry Chase School is to ensure that all students***

***receive an empowering academic, social, and cultural education***

***and strive to be life-long learners."***

Four hundred unique four to ten year old children learn under the
guidance of 26 devoted adults. The student population is comprised of
more than 15 nationalities speaking 11 primary languages. Cherry Chase
is the home to 53 special needs learners, ranging from English Language
Learners to autistic and severely handicapped students. High student
expectations are maintained by all adults on our campus through the
nurturing and fostering of academic achievement. Learning extends beyond
the core curriculum with opportunities in art, dance, technology,
physical education, visual arts, performing arts, and vocal and
instrumental music.

**Cherry Chase is not just a neighborhood school**. It is a living,
breathing embodiment of an exemplary, model elementary school in an
established community setting. Take a walk through the halls and
classrooms on any given day to experience...the librarian reading a
story to a cluster of wide-eyed third graders...fifth grade students
perched on chairs while eagerly exploring the wonders of
biospheres...the caring voices of parents nurturing their children...the
excited thunder of children playing in the kindergarten yard...a team of
volunteers preparing for the Fall Festival or a Parent Education
Night...two best friends walking hand in hand across the playground.
**That is Cherry Chase School!**

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

Cherry Chase School is a very high achieving school that demonstrates
its commitment to continuous improvement through consistent focus on
student results so that no child is left behind. Student achievement
data is collected and analyzed throughout the school year, and used to
inform instruction. The Standardized Testing and Reporting (STAR)
program is administered every Spring to all second through eleventh
graders enrolled in California schools. The STAR program has two major
components. We use a nationally normed assessment, the Stanford
Achievement Test 9^th^ edition (SAT/9). The second component is a
criterion-referenced test, the California Standards Test (CST).

Cherry Chase students perform exceptionally well on the SAT/9 test. In
Spring 2002, 90% of all students tested performed at the 50^th^%tile or
higher in reading, 91% performed at the 50^th^%tile or higher in
language, and 90% performed at the 50^th^%tile or higher in mathematics.
These performance levels put Cherry Chase students in the top 1% of all
elementary schools in California. Our achievement gap is unique in that
we attempt to decrease the gap between Asian and White students, and
recent data shows that this achievement gap has decreased. For example,
in 2000, 81% of our White students scored at the 50^th^%tile or higher
in reading, which was 12 percentage points lower than our Asian
students. In 2001, both groups had 89% of the students scoring at the
50^th^%tile or higher, and that level remained consistent in 2002 with
both groups with 90% of the students scoring at the 50^th^%tile or
higher. In 1999, there was a 21 point performance difference between our
White and Asian students in math, but that gap was closed to only 11
points on the Spring 2002 SAT/9 test.

Using the SAT/9 as a performance indicator, Cherry Chase has
demonstrated consistent growth over the past four years. Measuring
reading ability in 1999-2000, 55% of students scored at the 75^th^%tile
or higher. This percentage increased by 10% over the next two years so
that in 2001-2002, 65% of the students scored at or above the
75^th^%tile. Put another way, nearly two-thirds of Cherry Chase students
have a higher reading ability than 75% of students across the country. A
full 90% of Cherry Chase students read at or above the national average.

California has used the Standards Test (CST) for only two years for
English/Language Arts and only one year for Mathematics. Thus, the
comparable data is minimal. There appears to be no gap between
performance levels of White and Asian students on the CST. For example,
in 2^nd^ grade, 100% of the students in both groups performed at the
baseline "basic" level or above. In 5^th^ grade, a 2% differential was
noted with the White students scoring just a bit higher than their Asian
classmates.

Another assessment used in California is the 4^th^ grade STAR Writing
Assessment, where students are required to write to a directed prompt
and scored by two evaluators on a four-point rubric, for a total of
eight possible points. In 2001, 23 of 62 students, or 37% of the 4^th^
graders tested, scored in the "proficient" range of six or higher. In
2002, 28 of 63 students, or 44% of the 4^th^ graders tested, scored in
the "proficient" range or higher.

With the large number of English learners in California, we have another
assessment to measure the English language acquisition levels of
students in three areas: oral language, reading, and writing. Cherry
Chase assesses approximately 45 students each year on the California
English Language Development Test (CELDT). The CELDT data shows that the
staff at Cherry Chase provides a great deal of support to our English
learners to help them acquire English. In 2001, 16 kindergarten children
were assessed and 50% performed at the intermediate level or higher. In
2002, those same 16 children were 1^st^ graders and 100% performed at
the intermediate level or higher. The increase in the number of children
who are able to perform at marked levels on the CELDT shows that our
achievement gap is truly closing.

The Academic Performance Index (API) is the statewide ranking system
that assigns a number value to a school's performance on both the
California Standards Test (CST), and the Stanford Achievement Test,
9^th^ edition (SAT-9). Using a numeric value range between 300 and 1000
with 800 being defined as a "Very High Achieving School", Cherry Chase
has an overall API of 906. Since the inception of the API program in
1996, Cherry Chase has shown growth in its API each year.

**2. Cherry Chase Uses Assessment Data to Understand and Improve
Performance**

Our educational goal is that every student becomes a lifelong learner
and demonstrates improved academic achievement. Diagnosis and
prescription are the basis for all instruction and occur daily in our
classrooms. Teachers, administrators, and support staff receive
assessment training in order to interpret the Academic Performance Index
(API), SAT/9 data from standardized tests, our district multiple
measures and grade level standards programs. Our accountability system
gathers specific, objective data through tests aligned to standards that
use data to identify strengths and weaknesses within our system.

The philosophy behind Cherry Chase's approach to assessment data is
grounded in the desire for continuous improvement to student learning.
Teachers, administrators, parents, and students use SAT/9 assessment
data in two ways: for individual student programs and for building
school-wide programs. Standardized testing helps identify students that
may need adjustments, specific and structured interventions, or
modifications in the instruction they receive. Our action team for
curriculum, our grade level teaching teams, and our Student Study Teams
(SSTs) review group assessment information and determine if individual
students need more individualized assessments. Assessment data also
assists teachers in the modification of instruction and curriculum,
especially for students who have Individualized Education Plans (IEPs)
or 504 plans that require curricular modifications and/or accomodations.

After disaggregating student data collected from several objective and
up-to-date assessments in Spring 2002 (multiple measures, SAT/9,
grade-level standards, GPAs, teacher observations), an identified need
emerged in the area of reading. To improve the reading levels of all
students, a more rigorous and coherent curriculum was designed with the
assistance of a day-long Pulliam Group workshop.

**3. Cherry Chase Communicates Student Performance to Parents and the
Community**

Student achievement results and the results of our ongoing school wide
evaluation processes are communicated through avenues such as the School
Accountability Report Card, the School Improvement Plan and the
Strategic Plan. Information is provided to staff and parents, as well as
to families who are planning to move into the area. All resources offer
explanations of how parents should read and interpret student
performance results.

The Cherry Chase website
([www.sesd.org/schools/cherry_chase](http://www.sesd.org/schools/cherry_chase))
was developed to provide grade level expectations and lists student
standards and benchmarks for all grade levels, along with the school
achievement data and links to the California Department of Education
website. We often hear from parents and community members who visit our
website, which leads to ongoing conversations about curriculum,
assessment, and student performance, as well as technological resources
available. We go above and beyond in sharing disaggregated student
achievement data with our community, and we communicate our progress
toward meeting our annual goals for the improvement of student learning.

A series of School Site Council and PTA meetings have included teacher
presentations about methods of classroom assessment, the SAT/9 system,
performance-based assessments, and the evaluation and re-designation
processes for English Learners to parents. Parents are empowered to take
action based on assessment information. Community members are informed
about the role of the standards in education and disaggregated results
for standardized and performance-based assessments are shared through
articles written in weekly school and local newspapers, through parent
letters, Back-to-School Night, Open House, School Site Council and PTA
meetings, parent "coffee" meetings with the principal, and
parent-teacher conferences.

**4. Cherry Chase Shares its Success with Other Schools**

Our united goal-driven culture facilitates open communication with staff
at other schools. Cherry Chase has a reciprocal music partnership with
Ponderosa Elementary School in the Santa Clara Unified School District.
As a result of Cherry Chase's musical accomplishments, our teachers were
invited to share their curricular knowledge with the Ponderosa staff.
Our students also mentored their band members. This spring, we look
forward to our third joint concert with the Cherry Chase and Ponderosa
communities.

Shared leadership empowers teachers and the principal with a freedom to
try new ideas and perform with quality. Teachers attend conferences that
focus on current research-based teaching practices, and then share that
new knowledge with teachers at Cherry Chase and other schools. For
example, two teachers recently attended a workshop on attention deficit
disorders and prepared a series of workshops on tips for classroom
interventions.

Teachers' training teachers and principal observing and sharing with
other principals further the cohesiveness of our staff and district.
Examples of networks in which our staff have collaborated include: the
California Beginning Teacher Support Academy (BTSA), California Reading
Conference, International Reading Association, National Council of
Teachers of Mathematics, Bay Area California Arts Project, California
Kindergarten Association, and District Curriculum Council.

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

**1. Curriculum at Cherry Chase and How Students are Engaged**

The Cherry Chase curriculum reflects alignment to the rigorous
California State Standards. Teachers have moved from awareness to the
application level with their ability to teach standards in an automatic
fashion. The key tools teachers use are evidenced in the collaborative
grade-level planning format. Standards-based textbooks supported by
standard-based activities assures that all students learn the academic
content standards. Classroom bulletin boards are now teaching tools that
display protocol. Content and the process for learning are
systematically supported by a two-pronged focus: what will I hear, what
will I see. "KWL" charts for "what I [K]{.underline}now, what I
[W]{.underline}ant to know, and what I will [L]{.underline}earn" are
posted so that unit objectives remain in clear view. Posted examples of
current, relevant student work reflect assessment based on district
rubrics, on which both staff and students have been trained. Technology
enhances alignment of activities to student skill levels by
differentiating instruction, based on the needs of each child, in an
attempt to reduce the achievement gap.

Two train-the-trainer professional development programs greatly impacted
the way teaching and learning takes place at Cherry Chase. *Six Plus One
Traits for Assessing and Teaching Writing* provided two-day grade level
workshops that were followed by demonstration lessons in individual
classrooms. The site facilitation team (6-Cherry Chase teachers) meet
quarterly with consultant facilitators who coach our whole staff on the
change process and the essential features of the six areas of writing.
The second training, *Guided Language Acquisition by Design* (GLAD),
focuses on assuring continual engagement of students in learning with a
clear understanding of daily lesson objectives and teamwork activities.
A review of student data reflect a high level of success by all
students, with few exceptions, as noted by graded assignments related to
collaboratively planned units.

The Cherry Chase reading curriculum is diversified to enable flexible
grouping of students as they master essential performance standards. The
software-based program, Accelerated Reader, enables teachers to
continuously measure and verify reading progress. Research-based
intervention programs are utilized to accelerate mastery of the
hierarchy of decoding skills for students functioning below the level of
"proficient." Opportunities are provided outside the school day to offer
additional learning time. Furthermore, all students access the core
reading text that highlights a literature theme. Students move from
large group vocabulary activities and comprehension activities to small
group guided instruction. English learners are clustered according to
their level of English language development, and teachers utilize an
English language test to assure continuity in the stimulation of oral
language skills. *Reading and Oral Language Assessment* (ROLA) help
teachers identify which English Language Development and English
Language Arts standards each child has mastered. Our students highly
value personal reading time that enhances reading fluency and reading
for pleasure.

Grade level teams meet weekly to plan interactive lessons that address
state standards. Students are engaged in topics of historical learning
by rehearsing newly acquired information in a variety of ways.
Strategies that assure active student engagement with one another are
"typical." Teachers guide students to implement cooperative learning
strategies, teaching group roles, and model group accountability for
learning. For example, 4^th^ graders were eager to display their graphic
organizers created with the software program, *Inspiration*.

Students think about their roles, listen to partners, and paraphrase
their partner's understanding of a concept. Teaching the skills of being
a good listener and audience member is an important characteristic of
group dynamics focused on by our teachers. Docents, including those from
the Arts in Education program, are an integral part of our curriculum as
they utilize primary sources of information. Fifth graders spend a week
exploring the great outdoors with hands-on ecology experiences during
the annual science camp adventure, and the October pumpkin patch trip
provides kindergarteners an exciting opportunity to weigh, graph, and
cook with the popular orange squash. Thus, field trips provide common
first-hand experiences for students.

**2. Reading at Cherry Chase**

Reading is fundamental to all learning, Cherry Chase emphasizes a
balanced reading program with five key components: phonics, phonemic
awareness, fluency, comprehension, and vocabulary. Houghton Mifflin
reading series is the district adopted program and is supplemented with
other standard-based materials. Total Reading is used for phonics in
1^st^ and 2^nd^ grades. Students who need additional assistance use
*Systematic Instruction in Phoneme Awareness, Phonics, and Site Words*
(SIPPS), *Read Naturally* is used for comprehension and fluency, primary
grades access leveled books, Into English is used for English Learners,
and a Nightly Home Reading program is used school wide. Our reading
options were selected based upon their proven scientific research
outcomes that demonstrated student gains as a whole and individually.

Content and performance standards in reading, writing, listening, and
speaking provide the continuum across all grades in our language arts
program. Teachers are trained in early literacy strategies with an
emphasis on intervention techniques. Running records, shared reading,
guided reading, anecdotal records, rubrics, and alternate rankings are
common place. All primary teachers use information derived from these
strategies to prescribe instruction.

Writing across the curriculum is introduced in kindergarten and is
further developed in a spiraling sequence at each grade level with the
"*6+1Traits*" program. Teachers engage students in pre-writing,
drafting, revising, editing, and presentation activities. Writing is
taught and related to literature, social studies, science, and math
across grade levels, and is enhanced by increasingly sophisticated means
of expression and increased emphasis on the use of many different
writing techniques in each written document. High expectations for good
spelling are necessary for our students to become proficient readers and
writers.

**3. Mathematics at Cherry Chase**

Mathematics is a critical skill in the information age. The Cherry Chase
mathematics curriculum closely follows state standards and is defined by
six strands. Students in all grade levels come to use and understand the
following strands and their essential skills:

-   Probability and statistics

-   Number and operation

-   Geometry and measurement

-   Function and algebra

-   Mathematical reasoning and problem-solving strategies

-   Mathematical communication to a variety of audiences

Preparation for real-world mathematics, as noted in our mission to
develop "life-long learners," is a high priority when learning
mathematics. Grades K-5 use Harcourt Brace, the adopted series aligned
to state standards. Basic skills are taught through concrete hands-on
experiences and the use of manipulatives. Open-ended problems involve
all strands of math and challenge students to try new approaches and
search for more than one answer.

Our teachers focus on communication and the language of mathematics in
all grades. Students regularly write about their thinking in math
journals, while working towards clarity and coherence. Students are also
encouraged to make real connections to the world and to other
disciplines. Computers and calculators are used, when appropriate, as
well as mental math, picture drawings, estimation, and paper and pencil
calculations. Instructional strategies employed by Cherry Chase teachers
include whole class instruction, cooperative learning, small group
instruction, individual tutoring and assignments, etc.

**4. Different Instructional Methods Used to Improve Student Learning at
Cherry Chase**

The staff at Cherry Chase School emphasizes research-based,
scientifically proven ways of teaching. Our dynamic learning
environment, innovative instructional programs, and commitment to
standards-based core curriculum with identified and measurable
benchmarks assure powerful learning through a variety of instructional
approaches. Essential skills within each subject area are identified and
addressed, both discretely and within the context of real-life and
hands-on learning situations.

Cherry Chase students are heterogeneously grouped in each classroom.
Differentiated instruction allows teachers to group students based on
ability levels and challenge them with activities that are aligned to
grade level standards, but at a pace that is appropriate for the
learning of each child. Cooperative learning strategies also engage
students in different components of activities and group processes.

Cherry Chase is a child-centered school where teachers act as
facilitators and students are presented with many tools to discover and
define new knowledge. Evidence that all student populations achieve high
standards and acquire new knowledge is immediately evident in our
increasing SAT/9 scores over the past five years. Student achievement
data reflects achievement gains among both our lowest and highest
performing students.

**5. Professional Development Program and its Impact on Improving
Student Achievement at Cherry Chase**

At Cherry Chase, there is an individual and collective responsibility
for student achievement results and a commitment to find appropriate
strategies to ensure mastery of academic standards. Staff development is
viewed as crucial to accomplishing high student achievement. Cherry
Chase prides itself in our interest in current research and best
practices that foster student success.

Based on the core components of differentiation that governs all quality
instruction, our teachers focus on: delivery of appropriate curriculum
content, implementation of instructional processes that are proven
effective, engagement in decision-making processes, use on-going
assessments, and evaluation of student products. Recent professional
development activities and "capsules" have focused on aspects of
differentiation, including the multiple intelligences, principles of
learning, cooperative learning, brain compatible learning, curriculum
scaffolding, a focus on the gifted, least restrictive environments and
inclusion of special needs children, cultural proficiency, thematic
learning, developing character for classroom success, and parallel
learning for gifted students.

Our staff development activities are linked directly with teaching
methods that have been proven to work. Input from teachers, reports from
faculty leaders, curricular updates, student achievement data, and
shared district level information ensure rich professional discussions
that are a component of our professional development program. Every
month, representatives of each grade level meet with the principal to
make decisions and recommendations on issues such as textbook adoptions,
techniques for effective conferences, and instructional ideas for
addressing key subject standards. Information from these meetings is
disseminated to grade level teams and frequently generates agenda items
for faculty meetings. In addition, weekly grade level meetings are held
to plan, evaluate, and address issues specific to that grade.

The Sunnyvale School District provides three common staff development
days per year, but there are multiple opportunities available for
off-site workshops to refine skills in curriculum content areas and in
research-based teaching techniques. Conference and workshop attendance
is both encouraged and supported financially.

APPENDICES

**[Nationally Normed Assessment: Stanford Achievement Test, 9^th^
Edition]{.underline}**

Publisher: Harcourt

Scores are stated as a percent of students scoring above each given
quartile. For example: looking at the first line in the chart, 97% of
all students who took the 2002 STAR reading test scored at or above the
25th percentile.  Ninety percent of all students who took the 2002 STAR
reading test scored at or above the 25th and 50th percentile. 
Sixty-five percent of all students who took the 2002 STAR reading test
scored at or above the 25th, 50th, and 75th percentile.

##  

<table style="width:100%;">
<colgroup>
<col style="width: 22%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="3"><p><strong>Reading</strong></p>
<p><strong>2001/2002</strong></p></td>
<td colspan="3"><p><strong>Reading</strong></p>
<p><strong>2000/2001</strong></p></td>
<td colspan="3"><p><strong>Reading</strong></p>
<p><strong>1999/2000</strong></p></td>
<td colspan="3"><p><strong>Reading</strong></p>
<p><strong>1998/1999</strong></p></td>
</tr>
<tr class="even">
<td><strong>Quartile</strong></td>
<td><h2 id="section-1">25</h2></td>
<td><h2 id="section-2">50</h2></td>
<td><h2 id="section-3">75</h2></td>
<td><h2 id="section-4">25</h2></td>
<td><h2 id="section-5">50</h2></td>
<td><h2 id="section-6">75</h2></td>
<td><h2 id="section-7">25</h2></td>
<td><h2 id="section-8">50</h2></td>
<td><h2 id="section-9">75</h2></td>
<td><h2 id="section-10">25</h2></td>
<td><h2 id="section-11">50</h2></td>
<td><h2 id="section-12">75</h2></td>
</tr>
<tr class="odd">
<td>All Students</td>
<td>97</td>
<td>90</td>
<td>65</td>
<td>97</td>
<td>87</td>
<td>63</td>
<td>96</td>
<td>84</td>
<td>55</td>
<td>93</td>
<td>77</td>
<td>50</td>
</tr>
<tr class="even">
<td><strong>Asian/Asian American</strong></td>
<td><strong>94</strong></td>
<td><strong>90</strong></td>
<td><strong>68</strong></td>
<td><strong>97</strong></td>
<td><strong>89</strong></td>
<td><strong>71</strong></td>
<td><strong>96</strong></td>
<td><strong>93</strong></td>
<td><strong>66</strong></td>
<td><strong>100</strong></td>
<td><strong>90</strong></td>
<td><strong>63</strong></td>
</tr>
<tr class="odd">
<td><strong>White not Hispanic</strong></td>
<td><strong>98</strong></td>
<td><strong>90</strong></td>
<td><strong>69</strong></td>
<td><strong>96</strong></td>
<td><strong>89</strong></td>
<td><strong>60</strong></td>
<td><strong>95</strong></td>
<td><strong>81</strong></td>
<td><strong>58</strong></td>
<td><strong>94</strong></td>
<td><strong>75</strong></td>
<td><strong>52</strong></td>
</tr>
<tr class="even">
<td>English Learners</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
</tr>
<tr class="odd">
<td>Special Education Participants</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 22%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="3"><p><strong>Language</strong></p>
<p><strong>2001/2002</strong></p></td>
<td colspan="3"><p><strong>Language</strong></p>
<p><strong>2000/2001</strong></p></td>
<td colspan="3"><p><strong>Language</strong></p>
<p><strong>1999/2000</strong></p></td>
<td colspan="3"><p><strong>Language</strong></p>
<p><strong>1998/1999</strong></p></td>
</tr>
<tr class="even">
<td><strong>Quartile</strong></td>
<td><h2 id="section-13">25</h2></td>
<td><h2 id="section-14">50</h2></td>
<td><h2 id="section-15">75</h2></td>
<td><h2 id="section-16">25</h2></td>
<td><h2 id="section-17">50</h2></td>
<td><h2 id="section-18">75</h2></td>
<td><h2 id="section-19">25</h2></td>
<td><h2 id="section-20">50</h2></td>
<td><h2 id="section-21">75</h2></td>
<td><h2 id="section-22">25</h2></td>
<td><h2 id="section-23">50</h2></td>
<td><h2 id="section-24">75</h2></td>
</tr>
<tr class="odd">
<td>All Students</td>
<td>97</td>
<td>91</td>
<td>69</td>
<td>96</td>
<td>92</td>
<td>64</td>
<td>94</td>
<td>84</td>
<td>55</td>
<td>91</td>
<td>76</td>
<td>49</td>
</tr>
<tr class="even">
<td><strong>Asian/Asian American</strong></td>
<td><strong>97</strong></td>
<td><strong>96</strong></td>
<td><strong>82</strong></td>
<td><strong>98</strong></td>
<td><strong>97</strong></td>
<td><strong>82</strong></td>
<td><strong>96</strong></td>
<td><strong>93</strong></td>
<td><strong>70</strong></td>
<td><strong>96</strong></td>
<td><strong>89</strong></td>
<td><strong>69</strong></td>
</tr>
<tr class="odd">
<td><strong>White not Hispanic</strong></td>
<td><strong>97</strong></td>
<td><strong>89</strong></td>
<td><strong>68</strong></td>
<td><strong>95</strong></td>
<td><strong>91</strong></td>
<td><strong>61</strong></td>
<td><strong>93</strong></td>
<td><strong>81</strong></td>
<td><strong>56</strong></td>
<td><strong>91</strong></td>
<td><strong>62</strong></td>
<td><strong>43</strong></td>
</tr>
<tr class="even">
<td>English Learners</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
</tr>
<tr class="odd">
<td>Special Education Participants</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 22%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="3"><p><strong>Math</strong></p>
<p><strong>2001/2002</strong></p></td>
<td colspan="3"><p><strong>Math</strong></p>
<p><strong>2000/2001</strong></p></td>
<td colspan="3"><p><strong>Math</strong></p>
<p><strong>1999/2000</strong></p></td>
<td colspan="3"><p><strong>Math</strong></p>
<p><strong>1998/1999</strong></p></td>
</tr>
<tr class="even">
<td><strong>Quartile</strong></td>
<td><h2 id="section-25">25</h2></td>
<td><h2 id="section-26">50</h2></td>
<td><h2 id="section-27">75</h2></td>
<td><h2 id="section-28">25</h2></td>
<td><h2 id="section-29">50</h2></td>
<td><h2 id="section-30">75</h2></td>
<td><h2 id="section-31">25</h2></td>
<td><h2 id="section-32">50</h2></td>
<td><h2 id="section-33">75</h2></td>
<td><h2 id="section-34">25</h2></td>
<td><h2 id="section-35">50</h2></td>
<td><h2 id="section-36">75</h2></td>
</tr>
<tr class="odd">
<td>All Students</td>
<td>98</td>
<td>90</td>
<td>75</td>
<td>99</td>
<td>92</td>
<td>72</td>
<td>93</td>
<td>81</td>
<td>59</td>
<td>91</td>
<td>78</td>
<td>50</td>
</tr>
<tr class="even">
<td><strong>Asian/Asian American</strong></td>
<td><strong>99</strong></td>
<td><strong>97</strong></td>
<td><strong>90</strong></td>
<td><strong>98</strong></td>
<td><strong>97</strong></td>
<td><strong>80</strong></td>
<td><strong>96</strong></td>
<td><strong>90</strong></td>
<td><strong>79</strong></td>
<td><strong>98</strong></td>
<td><strong>96</strong></td>
<td><strong>78</strong></td>
</tr>
<tr class="odd">
<td><strong>White not Hispanic</strong></td>
<td><strong>98</strong></td>
<td><strong>86</strong></td>
<td><strong>71</strong></td>
<td><strong>98</strong></td>
<td><strong>91</strong></td>
<td><strong>74</strong></td>
<td><strong>94</strong></td>
<td><strong>80</strong></td>
<td><strong>59</strong></td>
<td><strong>91</strong></td>
<td><strong>75</strong></td>
<td><strong>49</strong></td>
</tr>
<tr class="even">
<td>English Learners</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
</tr>
<tr class="odd">
<td>Special Education Participants</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
<td>n/a</td>
</tr>
</tbody>
</table>

**STAR Scores 2002 -- 1998**

**Comparative Results: Cherry Chase/Santa Clara County/California**

**Based on % of students at/above the 50^th^%tile**

**2^nd^** Grade

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

              CC     S    C    CC     S    C    CC     S    C    CC     S    C    CC     S    C

  Reading     100    64   53   84     62   51   82     61   49   76     58   44   75     55   40

  Math        98     72   62   93     68   58   87     67   57   78     60   49   82     55   43

  Language    94     66   55   89     63   53   90     63   52   72     60   47   83     56   43
  ----------- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ----

**CC** = Cherry Chase **S** = Santa Clara County **C** = California

**3^rd^** Grade

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

              CC     S    C    CC     S    C    CC     S    C    CC     S    C    CC     S    C

  Reading     82     58   47   93     59   46   89     56   44   86     53   41   62     51   38

  Math        86     71   62   96     70   59   82     66   56   85     59   48   64     54   40

  Language    84     65   53   95     63   51   84     60   48   79     56   43   55     53   38
  ----------- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ----

**CC** = Cherry Chase **S** = Santa Clara County **C** = California

**4^th^** Grade

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

              CC     S    C    CC     S    C    CC     S    C    CC     S    C    CC     S    C

  Reading     93     62   49   87     59   47   92     58   45   70     55   41   51     54   40

  Math        88     69   58   90     66   54   92     63   51   70     57   44   53     53   39

  Language    95     68   57   92     66   54   88     64   51   72     60   47   49     59   45
  ----------- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ----

**CC** = Cherry Chase **S** = Santa Clara County **C** = California

**5^th^** Grade

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

              CC     S    C    CC     S    C    CC     S    C    CC     S    C    CC     S    C

  Reading     84     58   46   85     58   45   73     56   44   77     55   42   57     53   41

  Math        86     68   57   88     66   54   61     62   50   77     57   45   46     54   41

  Language    89     67   55   92     66   53   74     63   50   81     61   47   42     59   46
  ----------- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ----

**CC** = Cherry Chase **S** = Santa Clara County **C** = California

**STAR Scores 2002 -- 1998**

**Comparative Results: Cherry Chase/Santa Clara County/California**

**NCEs based on National Norm Percentage Rates**

**2^nd^** Grade

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

              CC     S    C    CC     S    C    CC     S    C    CC     S    C    CC     S    C

  Reading     100    58   52   71     56   51   69     56   49   65     54   47   64     53   45

  Math        93     62   56   81     60   54   74     59   54   66     55   49   69     53   46

  Language    83     59   53   76     57   52   77     57   51   62     55   48   70     53   46
  ----------- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ----

**CC** = Cherry Chase **S** = Santa Clara County **C** = California

**3^rd^** Grade

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

              CC     S    C    CC     S    C    CC     S    C    CC     S    C    CC     S    C

  Reading     69     54   48   81     55   48   76     53   47   73     52   45   56     51   44

  Math        73     62   56   87     61   55   69     59   53   72     55   49   58     52   45

  Language    71     58   52   85     57   51   71     55   49   67     53   46   53     52   44
  ----------- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ----

**CC** = Cherry Chase **S** = Santa Clara County **C** = California

**4^th^** Grade

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

              CC     S    C    CC     S    C    CC     S    C    CC     S    C    CC     S    C

  Reading     81     56   49   74     55   48   80     54   47   61     53   45   51     52   45

  Math        73     60   54   77     59   52   80     57   51   61     54   47   52     52   44

  Language    85     60   54   80     59   52   75     58   51   62     55   48   49     55   47
  ----------- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ----

**CC** = Cherry Chase **S** = Santa Clara County **C** = California

**5^th^** Grade

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

              CC     S    C    CC     S    C    CC     S    C    CC     S    C    CC     S    C

  Reading     71     54   48   72     54   47   63     53   47   66     53   46   54     52   45

  Math        73     60   54   75     59   52   56     56   50   66     54   47   48     52   45

  Language    76     59   53   80     59   52   64     57   50   68     56   48   46     55   48
  ----------- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ---- ------ ---- ----

**CC** = Cherry Chase **S** = Santa Clara County **C** = California

#### [Criterion Referenced Test: California Standards Test (CST)]{.underline}

Publisher: Harcourt, 2001

California has set extremely rigorous standards for student achievement.
Students must perform at the "Proficient" range in order to meet the
state's definition of proficient. Although no direct correlation can be
drawn between the CST and the SAT-9, studies have noted that performance
at the proficient range on the CST is consistent with a percentile score
of seventy (70) on a nationally norm referenced test.

This is the second year for the California Standards Test (CST)
reporting English Language Arts (ELA) scores by proficiency level.
Cherry Chase Elementary school has only two significant subgroups: Asian
and White.

+-------------------------+--------+--------+--------+--------+--------+
| # English/Language Arts | 200    | 200    | 199    | 199    | 199    |
|                         | 1-2002 | 0-2001 | 9-2000 | 8-1999 | 7-1998 |
| **Grade 2**             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | May    | May    | May    | May    | May    |
+-------------------------+--------+--------+--------+--------+--------+
| #### SCHOOL SCORES      |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### TOTAL SCORES    |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 100%   | 100%   |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 83%    | 70%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 35%    | 25%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 48     | 44     |        |        |        |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 98%    | 96%    |        |        |        |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 1      | 2      |        |        |        |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 2%     | 4%     |        |        |        |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### SUBGROUP SCORES |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### Asian              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 100%   |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 84%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 37%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### White              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 100%   |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 88%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 36%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### STATE SCORES       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### TOTAL           |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 63%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 32%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 9%     |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

+-------------------------+--------+--------+--------+--------+--------+
| # English/Language Arts | 200    | 200    | 199    | 199    | 199    |
|                         | 1-2002 | 0-2001 | 9-2000 | 8-1999 | 7-1998 |
| **Grade 3**             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | May    | May    | May    | May    | May    |
+-------------------------+--------+--------+--------+--------+--------+
| #### SCHOOL SCORES      |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### TOTAL SCORES    |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 88%    | 97%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 66%    | 70%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 16%    | 33%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 51     | 60     |        |        |        |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 100%   | 100%   |        |        |        |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 0      |        |        |        |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 0%     | 0%     |        |        |        |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### SUBGROUP SCORES |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### Asian              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 86%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 76%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 48%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### White              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 91%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 58%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 25%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### STATE SCORES       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### TOTAL           |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 62%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 34%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 11%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

+-------------------------+--------+--------+--------+--------+--------+
| # English/Language Arts | 200    | 200    | 199    | 199    | 199    |
|                         | 1-2002 | 0-2001 | 9-2000 | 8-1999 | 7-1998 |
| **Grade 4**             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | May    | May    | May    | May    | May    |
+-------------------------+--------+--------+--------+--------+--------+
| #### SCHOOL SCORES      |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### TOTAL SCORES    |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 100%   | 97%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 78%    | 81%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 41%    | 48%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 59     | 61     |        |        |        |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 95%    | 97%    |        |        |        |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 3      | 3      |        |        |        |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 3%     | 3%     |        |        |        |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### SUBGROUP SCORES |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### Asian              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 100%   |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 78%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 56%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### White              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 100%   |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 72%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 39%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### STATE SCORES       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### TOTAL           |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 71%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 36%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 14%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

+-------------------------+--------+--------+--------+--------+--------+
| # English/Language Arts | 200    | 200    | 199    | 199    | 199    |
|                         | 1-2002 | 0-2001 | 9-2000 | 8-1999 | 7-1998 |
| **Grade 5**             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | May    | May    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### SCHOOL SCORES      |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### TOTAL SCORES    |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 94%    | 97%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 80%    | 74%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 39%    | 37%    |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 64     | 60     |        |        |        |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 100%   | 100%   |        |        |        |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 0      |        |        |        |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 0%     | 0%     |        |        |        |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### SUBGROUP SCORES |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### Asian              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 92%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 78%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 55%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### White              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 94%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 83%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 33%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| #### STATE SCORES       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| ####### TOTAL           |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Basic       | 71%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Proficient  | 31%    |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| At or Above Advanced    | 9%     |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

**Mathematics -- Baseline Year -- 2001/2002**

##### Grades 2 -- 5

+--------------------+------------+-----------+-----------+-----------+
| # Mathematics      | #######    | **Grade   | **Grade   | **Grade   |
|                    | ## Grade 2 | 3**       | 4**       | 5**       |
+--------------------+------------+-----------+-----------+-----------+
| Testing Month      | May        | May       | May       | May       |
+--------------------+------------+-----------+-----------+-----------+
| #### SCHOOL SCORES |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| ##                 |            |           |           |           |
| ##### TOTAL SCORES |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| At or Above Basic  | 98%        | 88%       | 100%      | 88%       |
+--------------------+------------+-----------+-----------+-----------+
| At or Above        | 89%        | 72%       | 86%       | 72%       |
| Proficient         |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| At or Above        | 60%        | 45%       | 42%       | 36%       |
| Advanced           |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| Number of students | 48         | 51        | 60        | 64        |
| tested             |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| Percent of total   | 98%        | 100%      | 95%       | 100%      |
| students tested    |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| Number of students | 1          | 0         | 3         | 0         |
| excluded           |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| Percent of         | 2%         | 0%        | 5%        | 0%        |
| students excluded  |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| #####              |            |           |           |           |
| ## SUBGROUP SCORES |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| #### Asian         |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| At or Above Basic  | 100%       | 100%      | 100%      | 94%       |
+--------------------+------------+-----------+-----------+-----------+
| At or Above        | 100%       | 100%      | 100%      | 88%       |
| Proficient         |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| At or Above        | 74%        | 74%       | 56%       | 54%       |
| Advanced           |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| #### White         |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| At or Above Basic  | 96%        | 92%       | 100%      | 83%       |
+--------------------+------------+-----------+-----------+-----------+
| At or Above        | 88%        | 67%       | 78%       | 69%       |
| Proficient         |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| At or Above        | 54%        | 38%       | 33%       | 33%       |
| Advanced           |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| #### STATE SCORES  |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| ####### TOTAL      |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| At or Above Basic  | 68%        | 65%       | 67%       | 59%       |
+--------------------+------------+-----------+-----------+-----------+
| State Mean Score   |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| At or Above        | 43%        | 38%       | 37%       | 29%       |
| Proficient         |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| State Mean Score   |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| At or Above        | 16%        | 12%       | 13%       | 7%        |
| Advanced           |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+
| State Mean Score   |            |           |           |           |
+--------------------+------------+-----------+-----------+-----------+

\* The state of California defined the performance ranges for
Mathematics for the first time for the

2001-2002 administration. Data for previous years is not available.

####   {#section-37}

#### [Criterion Referenced Test: STAR Writing]{.underline} 

Each Spring, 4th graders take a state mandated writing test as part of
the STAR program. Writing samples are scored on a eight-point scale,
with 1 as low and 8 as high. The table below indicates the number of
fourth graders who scored at each point range.

+---------------------+---------------------+-------------------------+
| ## 4^th^ Grade STAR |                     |                         |
|  Writing Assessment |                     |                         |
+---------------------+---------------------+-------------------------+
| ## Score            | ## Num              |                         |
|                     | ber receiving score |                         |
+---------------------+---------------------+-------------------------+
| ##  {#section-38}   | **2002**            | **2001**                |
+---------------------+---------------------+-------------------------+
| 8                   | 1                   | 0                       |
+---------------------+---------------------+-------------------------+
| 7                   | 1                   | 3                       |
+---------------------+---------------------+-------------------------+
| 6                   | 26                  | 20                      |
+---------------------+---------------------+-------------------------+
| 5                   | 8                   | 11                      |
+---------------------+---------------------+-------------------------+
| 4                   | 16                  | 23                      |
+---------------------+---------------------+-------------------------+
| 3                   | 4                   | 2                       |
+---------------------+---------------------+-------------------------+
| 2                   | 3                   | 1                       |
+---------------------+---------------------+-------------------------+
| Invalid (1)         | 0                   | 2                       |
+---------------------+---------------------+-------------------------+

\* Proficient range is a score of 6 or higher.

########  {#section-39}

########  {#section-40}

######## California English Language Development Test 

Publisher: CTB/McGraw Hill

The California English Language Development Test (CELDT) is given to all
students whose home language is not English. The test measures a
student's English language acquisition and development levels, and is
composed of three sub-tests: oral language, reading, and writing. The
reading and writing portions are not given to kindergarten and first
graders. Scores are reported as percent of students who scored at each
proficiency level. Data is available for the past two years only.

It is important to note that in the table below, the 16 English learners
assessed in kindergarten in 2001 are the same 16 1^st^ graders assessed
in 2002. Thus, significant growth is noticed. In 2001, 50% of the
English learners in kindergarten were at the intermediate level or
higher, as compared to 100% at intermediate or higher the next year.

  -------------- ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------
                 K             1             2             3             4             5      

                 2002   2001   2002   2001   2002   2001   2002   2001   2002   2001   2002   2001

  Advanced       \*     0%     44%    0%     42%    0%     29%    \*     \*     \*     \*     \*

  Early Advanced \*     0%     50%    42%    42%    43%    14%    \*     \*     \*     \*     \*

  Intermediate   \*     50%    6%     25%    17%    43%    57%    \*     \*     \*     \*     \*

  Early          \*     31%    0%     8%     0%     0%     0%     \*     \*     \*     \*     \*
  Intermediate                                                                                

  Beginning      \*     19%    0%     25%    0%     14%    0%     \*     \*     \*     \*     \*

  Number Tested  0      16     16     12     12     7      7      3      3      3      3      3
  -------------- ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------

\* Data not provided for groups of three or less.

###### [Academic Performance Index (API) Subgroup Data 2001-2002]{.underline}

The API is a system for ranking schools statewide according to results
of student performance, based on the Standardized Testing and Reporting
System (STAR). The ranking includes ten deciles, with decile one being
the lowest. An API score of 800 is considered a "Very High Performing
School". The data below is based on student performance at Cherry Chase
School.

  ---------- ---------- ---------- ------------ ------------ -------------
                                   2002                       

  STAR 2002  2001       2002       Similar      2001-2002    2002

  \% of      API        API        Schools      Growth       API
  students                                                   

  tested     (Base)     Growth     Rank         Target       Target

  100 %      897        906        10           A            A
  ---------- ---------- ---------- ------------ ------------ -------------

-   A = Very High Achieving School: No Growth Target Assigned

+-----------------------+---------+---------+-------+--------+------+
|                       | Number  |         |       |        |      |
+-----------------------+---------+---------+-------+--------+------+
|                       | of      |         | 2001  | 200    | 2002 |
|                       | Pupils  |         |       | 1-2002 |      |
+-----------------------+---------+---------+-------+--------+------+
|                       | I       | Nume    | Sub   | Growth | API  |
|                       | ncluded | rically | group |        |      |
|                       | in      |         |       |        |      |
+-----------------------+---------+---------+-------+--------+------+
| Student Groups        | 2002    | Sign    | API   |        |      |
|                       | API     | ificant | Base  |        |      |
+-----------------------+---------+---------+-------+--------+------+
|  African American,    | 2       | No      |       |        |      |
|                       |         |         |       |        |      |
| not Hispanic          |         |         |       |        |      |
+-----------------------+---------+---------+-------+--------+------+
|  American Indian or   | 1       | No      |       |        |      |
|                       |         |         |       |        |      |
| Alaska Native         |         |         |       |        |      |
+-----------------------+---------+---------+-------+--------+------+
|  **Asian/Asian        | **55**  | **Yes** | **    | **20** | **9  |
| American**            |         |         | 920** |        | 40** |
+-----------------------+---------+---------+-------+--------+------+
|  Filipino/Filipino    | 5       | No      |       |        |      |
| American              |         |         |       |        |      |
+-----------------------+---------+---------+-------+--------+------+
|  Hispanic or Latino   | 11      | No      |       |        |      |
+-----------------------+---------+---------+-------+--------+------+
|  Pacific Islander     | 0       | No      |       |        |      |
+-----------------------+---------+---------+-------+--------+------+
|  **White not          | **116** | **Yes** | **    | **1**  | **8  |
| Hispanic**            |         |         | 895** |        | 96** |
+-----------------------+---------+---------+-------+--------+------+
| Economically          | 8       | No      |       |        |      |
|                       |         |         |       |        |      |
| Disadvantaged         |         |         |       |        |      |
+-----------------------+---------+---------+-------+--------+------+