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

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

**Cover Sheet**

Name of Principal [Dr. James
Scoolis\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Monarch Grove Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [348 Los Osos Valley
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Los Osos California 93402-3120

City State Zip Code+4 (9 digits total)

Tel. [( 805 ) 534-2844]{.underline} Fax [( 805 ) 528-5374]{.underline}

Website/URL [www.fix.net/\~monarch]{.underline} Email
[Jscoolis@slcusd.org]{.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)

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

Name of Superintendent [Dr. Steven
Ladd\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [San Luis Coastal Unified School District]{.underline}
Tel. [( 805 ) 549-1334]{.underline}

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

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

Name of School Board

President/Chairperson:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

DISTRICT (Questions 1-2 not applicable to private schools)

Number of schools in the district: \_ \_10\_ Elementary schools

\_\_\_ 2\_ Middle schools

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

\_\_\_ 3\_ High schools

\_\_\_15\_ TOTAL

2.  District Per Pupil Expenditure: \_\_\_\_\_\$6,361.00\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\$6,414.00\_\_\_\_\_\_

SCHOOL (To be completed by all schools)

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

\[ \] Urban or large central city

\[ \] Suburban school with characteristics typical of an urban area

\[ \] Suburban

\[ \] Small city or town in a rural area

\[ \] Rural

4.  \_\_\_6\_\_ Number of years the principal has been in her/his
    position at this school.

\_\_\_\_\_\_ If fewer that 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   | Grade  | Grade  | \# of | \# of  | G    |
|        | of   | Females | Total  |        | Males | F      | rade |
|        | M    |         |        |        |       | emales | T    |
|        | ales |         |        |        |       |        | otal |
+--------+------+---------+--------+--------+-------+--------+------+
| K      | 29   | 27      | 56     | 7      |       |        |      |
+--------+------+---------+--------+--------+-------+--------+------+
| 1      | 28   | 40      | 68     | 8      |       |        |      |
+--------+------+---------+--------+--------+-------+--------+------+
| 2      | 31   | 28      | 59     | 9      |       |        |      |
+--------+------+---------+--------+--------+-------+--------+------+
| 3      | 47   | 40      | 87     | 10     |       |        |      |
+--------+------+---------+--------+--------+-------+--------+------+
| 4      | 28   | 33      | 61     | 11     |       |        |      |
+--------+------+---------+--------+--------+-------+--------+------+
| 5      | 49   | 47      | 96     | 12     |       |        |      |
+--------+------+---------+--------+--------+-------+--------+------+
| 6      | 32   | 35      | 67     | Other  |       |        |      |
+--------+------+---------+--------+--------+-------+--------+------+
|        |      | ### TO  |        |        |       |        | 494  |
|        |      | TAL STU |        |        |       |        |      |
|        |      | DENTS I |        |        |       |        |      |
|        |      | N THE A |        |        |       |        |      |
|        |      | PPLYING |        |        |       |        |      |
|        |      |  SCHOOL |        |        |       |        |      |
+--------+------+---------+--------+--------+-------+--------+------+

6.  Racial/ethnic composition of \_\_76.3% White

the students in the school: \_\_\_1\_\_% Black or African American

\_\_16.5 % Hispanic or Latino

\_\_\_5.8% Asian/Pacific Islander

\_\_\_\_.2% American Indian/Alaskan Native

**100% Total**

7.  Student turnover, or mobility rate, during the past year
    \_\_\_\_\_8\_\_\_\_\_%

(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     29
                ***to*** the school after October 1    
                until the end of the year.             

  **(2)**       Number of students who transferred     21
                ***from*** the school after October 1  
                until the end of the year.             

  **(3)**       Subtotal of all transferred students   50
                \[sum of rows (1) and (2)\]            

  **(4)**       Total number of students in the school 494
                as of October 1                        

  **(5)**       Subtotal in row (3) divided by total   .1012
                in row (4)                             

  **(6)**       Amount in row (5) multiplied by 100    10.12
  ------------- -------------------------------------- ------------------

8.  Limited English Proficient students in the school: \_\_10.5\_\_%

\_\_52\_\_\_Total Number of Limited English Proficient

Number of languages represented:\_\_4\_\_\_\_

Specify languages:

9.  Students eligible for free/reduced-priced meals: \_\_22.6\_\_\_%

\_\_112\_\_\_\_ 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: \_\_\_\_6\_\_\_\_%

\_\_\_\_30\_\_\_Total Number of Students Served

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

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_13_Specific Learning Disability

\_\_2_Hearing Impairment \_15_Speech or Language Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_1\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_22\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_1\_\_\_\_ \_\_\_\_5\_\_\_\_

Paraprofessionals \_\_\_\_\_\_ \_\_\_\_4\_\_\_\_

> Support staff \_\_\_3\_\_\_\_ \_\_\_\_6\_\_\_\_
>
> Total number \_\_27\_\_\_\_\_ \_\_\_\_25\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_22.4:1\_\_\_\_\_

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

  Daily student          95.22%        94.94%      94.99%      95.51%
  attendance                                                   

  Daily teacher          96.8%         95%         94.5%       93%
  attendance                                                   

  Teacher turnover rate  4.2%          4.3%        .17%        9.5%

  Student dropout rate   0             0           0           0

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

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

Monarch Grove Elementary School, a National Blue Ribbon nominated school
is located in Los Osos, California. To reach our school by automobile
you must exit the U.S. 101 Freeway at Los Osos Valley Road and turn
west. Within minutes you are beyond the outskirts of the city of San
Luis Obispo. You meander through a verdant valley of colorful flowers,
well tended rows of vegetables and acres of grazing land bordered by
volcanic peaks on the right hand side and the radiant green Irish Hills
on the left. After a ten-minute drive you enter Los Osos, a small town
of about 15,000 residents. Monarch Grove Elementary School lies on the
western edge of town nestled between majestic Montana De Oro State Park
and the serenity of the Morro Bay Estuary. The campus is situated on an
approximately six acre site in a beautiful setting, surrounded on two
sides by towering eucalyptus trees that each spring attracts thousands
of monarch butterflies, our migrating school mascot.

Immediately upon walking on campus you are struck by the friendly and
open feeling of our school. You also notice how clean and well cared for
the campus is; the dramatic colors of the marine life mural and of
gardens in bloom. Entering the classrooms you again are struck by the
happy and positive energy in these warm and engaging places of learning.
The students are invariably on task and focused on their learning
activities.

Since its inception, Monarch Grove has earned a reputation for providing
a high quality educational experience in a warm and caring setting.
Moreover, the staff is well known as a cohesive and caring group of
teachers. The school is lead by a positive, upbeat and energetic leader,
Dr. James Scoolis, and a dedicated, professional and highly trained
staff of 25 teachers complements him. During the six years of Dr.
Scoolis' leadership the campus has literally blossomed, not only because
of the many gardens and murals, but also because of improvement in
student achievement and schoolwide climate. The school's vision focuses
on providing a well-balanced academically sound educational experience
for children. Teachers and staff work in teams to ensure that all
students are achieving at or above grade level standards or are making
reasonable growth toward that goal. The curriculum is rigorous and based
upon state and district approved content standards. The staff, community
and parents collaborate to provide a safe learning environment that
maximizes school and community interaction.

Student achievement as measured by standardized testing is well above
the national average and exceeds the state standard for school
performance. In addition, The State of California has established the
Academic Performance Index (API) as one measure of school performance.
The state has established a score of '800' as the school performance
target. Fewer than 20% of school's statewide achieve this rigorous goal.
A school's growth is measured by how well it moves toward or past that
goal. Monarch Grove's API has increased in each of the past four years
going from an API of '825' in 1999 to '856' the '876' and '877' in 2002
and in each of the past two years our API was the highest in our county
for a K-6 school.

Since the inception of the school eleven years ago the student
population has fluctuated between about 460 to 530 with a current
enrollment of 505. The ethnic make-up of the school is approximately 24%
minority groups, and 76% White Anglo-American. Of the 24% minority
groups, 17% are Hispanic, 5% are Asian/Pacific Islander, and 1% is
Black. About 12% of the students are identified as English Learners
(EL).

Monarch Grove Elementary is a school of excellence because we have three
crucial elements in place: 1) a talented and dedicated professional
teaching staff 2) strong family and community support for our
educational programs and 3) a beautiful and well maintained facility.

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

**Public Schools**

#### I. a. Brief explanation of state tests

The California Department of Education has mandated a Standardized
Testing and Reporting (STAR) program which includes a nationally normed
assessment as well as a criterion referenced assessment that is specific
to the California content standards.

The Stanford Achievement Test (SAT-9) is a national normed standardized
test given to all students in the district. Students in grades 2-6 are
assessed for reading, language usage, mathematics and spelling skills.
Results from the SAT-9 are reported as "percentiles" which compare
student achievement of students at that grade level to students
nationally.

The California Standards Tests (CST) is a criterion referenced test
which is comprised of items that were developed specifically to assess
students\' performance on California\'s content standards in English
language arts and mathematics. The State Board of Education adopted the
content standards that specify what all California children are expected
to know and be able to do. The San Luis Coastal Unified School District
likewise adopted the standards as the local curriculum. It is important
to note that 'California Standards' Scores are reported in percent
correct, NOT percentiles.

#### I. b. Description of students excluded from the testing program

No students are excluded from the testing program by the school system,
however, parents have the right to exclude their child from testing by
submitting the request in writing to the school administration. This
number is less than 1%.

#### I. c. If data is disaggregated, the reasons for the disparities

##### The only statistically significant subgroup represented in our data is the 'economically disadvantaged' category for the 1998-99, 199-00 and 2000-01 school years as shown in the Stanford Achievement Test data for those years. The scores for this subgroup while well above national averages still lag behind the overall local school population by approximately five to ten percentile points in most instances. The staff has worked diligently to raise the student achievement of the 'economically disadvantaged' subgroup and while we have been successful in doing so, we are also simultaneously raising the achievement of the overall student population. 

The 'economically disadvantaged' subgroup population has been
significantly reduced in the 2001-02 school year. While we can not say
why this has occurred with absolute certainty, we have also noted that
housing prices in our area have dramatically risen by about 60% during
the past three years.

###### Part IV-2. Use of Assessment Data 

A variety of assessments are utilized to inform instruction, measure
student achievement and modify school programs. In addition to the STAR
program our district utilizes local criterion referenced assessments.
Teachers use this data to place students in flexible groupings to better
address individual student needs.

In the summer prior to the start of the school year the school
administration collects both norm referenced and criterion referenced
student achievement data from the school prior years. This data is
organized and provided to teachers in two ways. First, the data is
organized according to the teacher's prior year class list so that the
teacher can reflect upon the instructional plans of the prior year.
Second, the teacher's new class list is matched with student achievement
data in order to assist the teacher when planning for the effective
implementation of curriculum and instruction in the upcoming school
year. Teachers are provided paid time to meet with grade level partners
to use this data and plan instruction for the year.

The annual school improvement planning (SIP) process incorporates the
analysis of data in order to target budget expenditures and school
processes in order to ensure continuous improvement.

###### Part IV-3. Communicating Assessment Data 

The assessment data is presented to the school community in several
formats and in multiple mediums. Group student achievement data is
presented to parents in writing in the School Accountability Report
Card, the school newsletter, the school website, the California
Department of Education website, the school parent handbook and at an
annual Parent Teacher Association (PTA) and School Site Council (SSC)
meetings.

At the PTA and SSC meetings the school principal presents the data in
writing and orally. Areas of improvement and strength are identified as
well as any areas of needed improvement (if applicable). Parents are
invited and included in the discussions and analysis of the data
presented.

**Part IV-4*.* Plan for communicating success with other schools.**

Our plan for communicating our successes with other schools should we
win the National Blue Ribbon award include presentations and the
invitation for visitations in coordination with the local county offices
of education in our local and neighboring counties. The State Department
of Education also will serve as a liaison between schools receiving
awards and schools who might benefit from information about our
successful programs. We also plan to actively solicit local media via
press releases and personal contacts in order to get the word out. In
addition, our program descriptions are or will be posted on our school
website.

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

**I. Curriculum and Instruction**

The staff at Monarch Grove works very hard, individually and as a team,
to provide a balanced comprehensive standards aligned curriculum in all
subject areas. Teachers work in grade level teams to ensure that all
curricular areas are carefully planned and articulated so that they are
presented in ways that are meaningful to students. You can see one
example of this level of dedication and effort if you visited our campus
in August in the weeks prior to the start of school. Groups of teachers
are collaborating in meetings to plan curriculum and instruction for the
upcoming year. Their plans are based on an analysis of assessment data,
a comprehensive review of the curriculum standards and an expert
understanding of student's developmental characteristics.

Our core curriculum has been aligned with school, district and state
standards and articulated across grade levels. This is accomplished
within and across grade levels. For example, we have utilized several of
our state funded 'buy back' professional development days for the
express purpose of having teachers work in grade level teams to examine
specific content standards in detail and share instructional strategies
that can be used to meet those standards. In addition, every teacher
participated in the 1999-2000 Program Quality Review (PQR) of
mathematics. This comprehensive and exhaustive study of relied on
student work to reflect what students were actually learning as measured
against the mathematics standards. This review found many areas of
commendation as well as several additional areas for improvement (i.e.
schoolwide implementation of 'timed math fact tests' and common math
vocabulary).

A variety of teaching modalities are utilized in every classroom.
Teaching teams often plan instruction that allows children to access the
curriculum thorough a variety of pathways. For example, in our fifth
grade classrooms, historical simulations help students to learn content.
Recently, students and parents "built" a life size model of the
Mayflower out of sticks, strings, bed sheets and imagination. Students
role-played actual historical figures. In a first grade classroom visual
arts, spatial intelligence and language arts are combined to promote
student literacy. Students are encourage to "picture" details of a
story, draw them as a pre-writing activity and then compose
multi-sentenced narratives. Our sixth grade teachers have designed
comprehensive 'community service' projects requires students to plan,
design, describe and implement projects which also integrate several
content areas which bring befit to the community as well as to the
students.

Teachers continually work to enrich and extend student learning through
extended group and individual projects. One method of creating extended
learning opportunities is the field trip. All of our classes plan and
take several field trips per year. For example, our fifth grade classes
intensely studies our local watershed and supplements classroom
instruction with a docent-led visit to our local estuary and mud flats.
Our first grade classrooms augment their study of our local community
with trips to local grocery stores and businesses. Teachers continually
seek out appropriate materials and challenges for all students. For
example, one fourth grade classroom downloads complex mathematics
problems off of the Internet and submits solutions weekly. Sixth grade
students select reading materials from a variety of genres with
allowances made for individual reading abilities.

# Part V-2. The Reading Program 

The Monarch Grove reading program is standards-based and professionally
planned and delivered. The continuing emphasis for our staff is to use
the grade-level content standards in language arts as a basis for
instruction, assessment and evaluation of the Reading/Language Arts
program in each grade. In addition, teachers utilize state and local
assessments to individually address student.

In grades K-1 the instructional emphasis is on decoding (sounding out)
words, developing sight word vocabulary and oral fluency. Our K-2 staff
uses the Developmental Reading Assessment (DRA) to assess emerging
literacy skill level. The DRA determines oral fluency according to
'levels.' Beginning in grade 2, instruction in reading and writing grows
increasingly complex and students transition from reading short stories
to longer pieces of literature (chapter books). Instruction emphasizes
plot and character development, elements of story telling, literary
devices as well as vocabulary development.

As students progress through the grades, reading instruction
progressively focuses first on literal comprehension and then on
inferential comprehension. As reading comprehension approaches adult
levels of understanding and becomes more personal, students are guided
to make connections from the text to their own experiences, to ask
questions, to make predictions and to create analytical arguments based
on the text.

Supporting students' independent reading efforts is another very
important complement to our in-class instruction. Each K-2 classroom has
a library 'leveled readers'. This program aligns text with student's
assessed ability level. Students take these books home each day as
'homework' and, hopefully, share them with their families. Students
progress upward through the levels to books of increasing complexity,
and around second grade they transition to chapter books. After students
pass the 'end of second grade level' of oral text reading, we transition
them into 'chapter book' reading. A key tool in the phase of supporting
independent reading is computer software called Accelerated Reader (AR).
The AR program is used by classroom teachers in grades 2-6) and our
librarians to ensure that students are reading books of appropriate
challenge and, more importantly, comprehending the material. The AR
software maintains a database of student achievement, which makes it
very easy for teachers to keep track of what and how well students are
reading independently. Our teachers have also had success using SRA
McGraw Hill kits, individualized and sequential reading materials that
reinforce many practical reading skills with students.

## Part V-3. Writing 

Our writing curriculum is based upon the Language Arts content standards
adopted by the State of California as well as our local school board.
Through team planning, meeting and professional development activities
we ensure that instruction is also articulated between grade levels. At
each staff meeting during the 2001-02 school year, grade level teams
presented the language arts standards for the grade level and samples of
student work which meet those standards. Kindergarten students use
'journal' writing as the main mode expression. Novice writers may start
with only a picture to tell their story. As student skill develops the
will add 'word spaces', beginning letter sounds and by the end of the
year whole words with some students writing in complete sentences. Our
kindergartners delight in sharing journals with student in other
classrooms, teachers and office staff. On any given day you can see our
youngest students in groups of three of four entering the school office.
In their littlest, most polite voice they will say, "Is this a good time
to share with Dr. Scoolis?" Which, of course it always is. Our students
in 1st grade students learn to write correct sentences and stories with
beginnings, middles and ends. As students continue to progress through
the 6th grade writing becomes increasingly more complex in sentence
structure, format and expressiveness. Students learn to choose forms of
writing that best suit intended purpose (e.g., letters, report, poems,
narrative and review) and write multi-paragraph writing assignments in a
variety of genres. Our staff also has created an articulated research
skills continuum which describes both projects and skills to be taught
at each grade level so that exiting sixth graders are able to create a
high quality research project including 'works cited', title page,
headings, outline etc.

## Part V-4. Instructional Methods to Improve Learning 

For students who continue to have difficulties progressing in reading,
our school utilizes K-4 Intensive Reading Tutors, certificated teachers
to work with designated students, with funds provided by the state
specifically for reading intervention programs. We also have been
successful using the Reading Recovery Program intervention to ensure
that every, or nearly every, child leaves first grade a reader.

A very successful intervention for students struggling in mathematics is
the MathLab. Students attend a twice a week afterschool computerized
tutoring session. The MathLab utilizes ***MathSteps*** software and is
staffed with a certificated tutor. Assessment data has shown that
students who participate in the program improve their achievement levels
by an average of eighteen percentile points!

Student success is also promoted in the after school Homework/Tutoring
Clubs. These programs help students who need assistance in organizing
and understanding daily assignments. For students who have Spanish as a
primary language, this service is provided by a certificated bilingual
instructor.

Teachers also work collaboratively with our Resource Specialist, English
Learner specialist, school counselor, principal and parents in order to
identify students needing extra assistance and to design support plans.

And still some students still need additional supports beyond what is
normally provided in order to succeed. A school counselor is available
on the school campus four days a week. The counselor provides on-site
individual and group counseling services to students in the areas of
friendship, self-esteem, divorce, anger management, grief, school phobia
and study skills. Our school has also developed a comprehensive system
of support that is centered on the Student Success Team (SST). At a SST
meeting, many members of the school community come together to the
strengths of each child who is referred and also to identify concerns
and design remedies. Each child is unique; each set of circumstances is
unique and each remedy is unique.

**Part V-5. Professional Development**

As a part of the annual planning process, staff completes a need
assessment based upon student achievement data, parent survey and
teacher's anecdotal reports. The staff directs the school management
team and site council to plan professional development days on selected
topics that are outside of the student instructional calendar. Three of
these days are state supported 'buy back days' and additional days are
supported from the school's discretionary budget. Additionally,
bi-monthly staff meetings serve as a forum for professional development.
For example, after attending a conference or workshop, a teacher will
share the knowledge she has gained with her colleagues. Exceptional
teaching techniques, student projects, and teacher-student
accomplishments are also highlighted regularly at staff meetings. During
the current year's focus on the teaching and learning of writing,
teacher teams at each grade level present the grade level standards in
language arts, samples of student work and effective teacher
materials/strategies which meet those standards.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

CALIFORNIA STANDARDS TEST

[READING]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade: **2** Test: **California Standards Test**

Edition/publication year: **N/A** Publisher: **California Department of
Education**

What groups were excluded from testing? **None** Why and how were they
assessed? **N/A**

The California Standards Tests show how well students are doing in
relation to the state content standards. Student scores are reported as
performance levels. The five performance levels are Advanced (exceeds
state standards), Proficient (meets standards), Basic (approaching
standards), Below Basic (below standards), and Far Below Basic (well
below standards). Students scoring at the Proficient or Advanced level
have met state standards in that content area. NOTE: Performance levels
were first implemented in the 2000-01 for reading and in 2001-02 for
mathematics.

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

  Testing Month                         May         May         May

  SCHOOL SCORES                                                 

  TOTAL                                                         

  At or Above Basic                     88%         96%         

  At or Above Proficient                72%         69%         

  At Advanced                           22%         33%         

  Number of students tested             68          55          

  Percent of total students tested      97%         92%         

  Number of students excluded           0           1           

  Percent of students excluded          0           2%          

  SUBGROUP SCORES                                               

  1\. (specify subgroup)                N/A         N/A         

  At or Above Basic                                             

  At or Above Proficient                                        

  At Advanced                                                   

  STATE SCORES                                                  

  TOTAL                                                         

  At or Above Basic                     88%         96%         

  State Mean Score                      73%         61%         

  At or Above Proficient                72%         69%         

  State Mean Score                      32%         32%         

  At Advanced                           22%         33%         

  State Mean Score                      9%          10%         

                                                                
  ------------------------------------- ----------- ----------- -----------

![](media/image1.wmf)

![](media/image2.wmf)

![](media/image3.wmf)

![](media/image4.wmf)

![](media/image5.wmf)

![](media/image6.wmf)

![](media/image7.wmf)

![](media/image8.wmf)

![](media/image9.wmf)

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[READING]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 2 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_ Percentiles \_\_x\_\_

+---------------------------+----------+---------+---------+---------+
|                           | 2001 -   | 2000 -- | 1999 -  | 1998 -  |
|                           | 2002     | 2001    | 2000    | 1999    |
+---------------------------+----------+---------+---------+---------+
| Testing month             | May      | May     | May     | May     |
+---------------------------+----------+---------+---------+---------+
| # SCHOOL SCORES           |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| Total Score               | 83%      | 82%     | 84%     | 81%     |
+---------------------------+----------+---------+---------+---------+
| ########                  | 66       | 54      | 79      | 77      |
| Number of students tested |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| Percent of total students | 94%      | 90%     | 99%     | 97%     |
| tested                    |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| Number of students        | 0        | 1       | 1       | 1       |
| excluded                  |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| Percent of students       | 0        | 1%      | 1%      | 3%      |
| excluded                  |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| SUBGROUP SCORES           |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| 1\. Economically          | 0        | 0       | 79%     | 69%     |
| Disadvantage              |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| 2\.                       |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| 3\.                       |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| 4\.                       |          |         |         |         |
+---------------------------+----------+---------+---------+---------+
| 5\.                       |          |         |         |         |
+---------------------------+----------+---------+---------+---------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+---------------------------+---------+---------+---------+---------+
|                           | **2001  | **2000  | *       | *       |
|                           | --      | --      | *1999 - | *1999 - |
|                           | 2002**  | 2001**  | 2000**  | 1998**  |
+---------------------------+---------+---------+---------+---------+
| # NATIONAL SCORES         |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| **Total Score**           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| # STANDARD DEVIATIONS     |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| **Total Standard          |         |         |         |         |
| Division**                |         |         |         |         |
+---------------------------+---------+---------+---------+---------+

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[MATHEMATICS]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 2 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_x\_\_\_

+-------------------------+---------+----------+----------+----------+
|                         | 2001 -  | 2000 --  | 1999 -   | 1998 -   |
|                         | 2002    | 2001     | 2000     | 1999     |
+-------------------------+---------+----------+----------+----------+
| Testing month           | May     | May      | May      | May      |
+-------------------------+---------+----------+----------+----------+
| # SCHOOL SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Total Score             | 85%     | 85%      | 86%      | 76%      |
+-------------------------+---------+----------+----------+----------+
| ########  Nu            | 68      | 53       | 79       | 77       |
| mber of students tested |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of total        | 97%     | 88%      | 99%      | 97%      |
| students tested         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Number of students      | 0       | 1        | 1        | 1        |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of students     | 0       | 1%       | 1%       | 1%       |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| SUBGROUP SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 1\. Economically        | 0       | 0        | 79%      | 63%      |
| Disadvantage            |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 2\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 3\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 4\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 5\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+-------------------------+---------+----------+----------+----------+
|                         | **2001  | **2000   | **1999 - | **1998 - |
|                         | --      | --       | 2000**   | 1999**   |
|                         | 2002**  | 2001**   |          |          |
+-------------------------+---------+----------+----------+----------+
| # NATIONAL SCORES       |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Score**         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| # STANDARD DEVIATIONS   |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Standard        |         |          |          |          |
| Division**              |         |          |          |          |
+-------------------------+---------+----------+----------+----------+

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[READING]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 3 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_x\_\_\_

+--------------------------+---------+----------+---------+---------+
|                          | 2001 -  | 2000 --  | 1999 -  | 1998 -  |
|                          | 2002    | 2001     | 2000    | 1999    |
+--------------------------+---------+----------+---------+---------+
| **Testing month**        | **May** | **May**  | **May** | **May** |
+--------------------------+---------+----------+---------+---------+
| # SCHOOL SCORES          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Total Score              | 76%     | 79%      | 77%     | 75%     |
+--------------------------+---------+----------+---------+---------+
| Number of students       | 58      | 74       | 78      | 78      |
| tested                   |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Percent of total         | 98%     | 94%      | 98%     | 99%     |
| students tested          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Number of students       | 1       | 0        | 1       | 1       |
| excluded                 |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Percent of students      | 1.7%    | 0        | 1.2%    | 1.2%    |
| excluded                 |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| SUBGROUP SCORES          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 1\. Economically         | 0       | 66%      | 59%     | 62%     |
| Disadvantage             |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 2\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 3\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 4\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 5\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+--------------------------+---------+----------+----------+----------+
|                          | **2001  | **2000   | **1999 - | **1998 - |
|                          | --      | --       | 2000**   | 1999**   |
|                          | 2002**  | 2001**   |          |          |
+--------------------------+---------+----------+----------+----------+
| # NATIONAL SCORES        |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| **Total Score**          |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| # STANDARD DEVIATIONS    |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| **Total Standard         |         |          |          |          |
| Division**               |         |          |          |          |
+--------------------------+---------+----------+----------+----------+

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[MATHEMATICS]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 3 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_x\_\_

+-------------------------+---------+----------+----------+----------+
|                         | 2001 -  | 2000 --  | 1999 -   | 1998 -   |
|                         | 2002    | 2001     | 2000     | 1999     |
+-------------------------+---------+----------+----------+----------+
| Testing month           | May     | May      | May      | May      |
+-------------------------+---------+----------+----------+----------+
| # SCHOOL SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Total Score             | 78%     | 84%      | 80%      | 69%      |
+-------------------------+---------+----------+----------+----------+
| Number of students      | 58      | 73       | 79       | 78       |
| tested                  |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of total        | 98%     | 92%      | 99%      | 99%      |
| students tested         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Number of students      | 1       | 0        | 1        | 1        |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of students     | 1.6%    | 0        | 1.2%     | 1.2%     |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| SUBGROUP SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 1\. Economically        | 0       | 75%      | 54%      | 56%      |
| Disadvantage            |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 2\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 3\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 4\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 5\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+-------------------------+---------+----------+----------+----------+
|                         | **2001  | **2000   | **1999 - | **1998 - |
|                         | --      | --       | 2000**   | 1999**   |
|                         | 2002**  | 2001**   |          |          |
+-------------------------+---------+----------+----------+----------+
| # NATIONAL SCORES       |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Score**         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| # STANDARD DEVIATIONS   |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Standard        |         |          |          |          |
| Division**              |         |          |          |          |
+-------------------------+---------+----------+----------+----------+

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[READING]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 4 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_X\_\_

+--------------------------+---------+----------+---------+---------+
|                          | 2001 -  | 2000 --  | 1999 -  | 1998 -  |
|                          | 2002    | 2001     | 2000    | 1999    |
+--------------------------+---------+----------+---------+---------+
| Testing month            | May     | May      | May     | May     |
+--------------------------+---------+----------+---------+---------+
| # SCHOOL SCORES          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Total Score              | 83%     | 84%      | 83%     | 79%     |
+--------------------------+---------+----------+---------+---------+
| Number of students       | 75      | 68       | 77      | 70      |
| tested                   |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Percent of total         | 96%     | 89%      | 97%     | 95%     |
| students tested          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Number of students       | 1       | 0        | 0       | 1       |
| excluded                 |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Percent of students      | 1.3%    | 0        | 0       | 1.4%    |
| excluded                 |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| SUBGROUP SCORES          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 1\. Economically         | 82%     | 0        | 72%     | 68%     |
| Disadvantage             |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 2\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 3\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 4\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 5\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+--------------------------+---------+----------+----------+----------+
|                          | **2001  | **2000   | **1999 - | **1998 - |
|                          | --      | --       | 2000**   | 1999**   |
|                          | 2002**  | 2001**   |          |          |
+--------------------------+---------+----------+----------+----------+
| # NATIONAL SCORES        |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| **Total Score**          |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| # STANDARD DEVIATIONS    |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| **Total Standard         |         |          |          |          |
| Division**               |         |          |          |          |
+--------------------------+---------+----------+----------+----------+

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[MATHEMATICS]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 4 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_X\_\_

+-------------------------+---------+----------+----------+----------+
|                         | 2001 -  | 2000 --  | 1999 -   | 1998 -   |
|                         | 2002    | 2001     | 2000     | 1999     |
+-------------------------+---------+----------+----------+----------+
| Testing month           | May     | May      | May      | May      |
+-------------------------+---------+----------+----------+----------+
| # SCHOOL SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Total Score             | 86%     | 87%      | 75%      | 68%      |
+-------------------------+---------+----------+----------+----------+
| Number of students      | 75      | 69       | 77       | 72       |
| tested                  |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of total        | 96%     | 91%      | 97%      | 97%      |
| students tested         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Number of students      | 1       | 0        | 0        | 1        |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of students     | 1.3%    | 0        | 0        | 1.4%     |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| SUBGROUP SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 1\. Economically        | 83%     | 0        | 63%      | 64%      |
| Disadvantage            |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 2\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 3\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 4\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 5\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+-------------------------+---------+----------+----------+----------+
|                         | **2001  | **2000   | **1999 - | **1998 - |
|                         | --      | --       | 2000**   | 1999**   |
|                         | 2002**  | 2001**   |          |          |
+-------------------------+---------+----------+----------+----------+
| # NATIONAL SCORES       |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Score**         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| # STANDARD DEVIATIONS   |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Standard        |         |          |          |          |
| Division**              |         |          |          |          |
+-------------------------+---------+----------+----------+----------+

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[READING]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 5 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_X\_\_

+--------------------------+---------+----------+---------+---------+
|                          | 2001 -  | 2000 --  | 1999 -  | 1998 -  |
|                          | 2002    | 2001     | 2000    | 1999    |
+--------------------------+---------+----------+---------+---------+
| Testing month            | May     | May      | May     | May     |
+--------------------------+---------+----------+---------+---------+
| # SCHOOL SCORES          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Total Score              | 77%     | 81%      | 74%     | 75%     |
+--------------------------+---------+----------+---------+---------+
| Number of students       | 70      | 73       | 71      | 87      |
| tested                   |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Percent of total         | 96%     | 89%      | 95%     | 96%     |
| students tested          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Number of students       | 0       | 1        | 0       | 4       |
| excluded                 |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Percent of students      | 0       | 1.2%     | 0       | 4.4%    |
| excluded                 |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| SUBGROUP SCORES          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 1\. Economically         | 0       | 67%      | 61%     | 58%     |
| Disadvantage             |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 2\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 3\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 4\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 5\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+--------------------------+---------+----------+----------+----------+
|                          | **2001  | **2000   | **1999 - | **1998 - |
|                          | --      | --       | 2000**   | 1999**   |
|                          | 2002**  | 2001**   |          |          |
+--------------------------+---------+----------+----------+----------+
| # NATIONAL SCORES        |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| **Total Score**          |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| # STANDARD DEVIATIONS    |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| **Total Standard         |         |          |          |          |
| Division**               |         |          |          |          |
+--------------------------+---------+----------+----------+----------+

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[MATHEMATICS]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 5 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_X\_\_

+-------------------------+---------+----------+----------+----------+
|                         | 2001 -  | 2000 --  | 1999 -   | 1998 -   |
|                         | 2002    | 2001     | 2000     | 1999     |
+-------------------------+---------+----------+----------+----------+
| Testing month           | May     | May      | May      | May      |
+-------------------------+---------+----------+----------+----------+
| # SCHOOL SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Total Score             | 86%     | 82%      | 64%      | 70%      |
+-------------------------+---------+----------+----------+----------+
| Number of students      | 70      | 72       | 74       | 87       |
| tested                  |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of total        | 96%     | 88%      | 99%      | 96%      |
| students tested         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Number of students      | 0       | 1        | 0        | 4        |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of students     | 0       | 1.2%     | 0        | 4.4%     |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| SUBGROUP SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 1\. Economically        | 0       | 0        | 55%      | 65%      |
| Disadvantage            |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 2\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 3\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 4\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 5\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+-------------------------+---------+----------+----------+----------+
|                         | **2001  | **2000   | **1999 - | **1998 - |
|                         | --      | --       | 2000**   | 1999**   |
|                         | 2002**  | 2001**   |          |          |
+-------------------------+---------+----------+----------+----------+
| # NATIONAL SCORES       |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Score**         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| # STANDARD DEVIATIONS   |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Standard        |         |          |          |          |
| Division**              |         |          |          |          |
+-------------------------+---------+----------+----------+----------+

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[READING]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 6 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_X\_\_

+--------------------------+---------+----------+---------+---------+
|                          | 2001 -  | 2000 --  | 1999 -  | 1998 -  |
|                          | 2002    | 2001     | 2000    | 1999    |
+--------------------------+---------+----------+---------+---------+
| Testing month            | May     | May      | May     | May     |
+--------------------------+---------+----------+---------+---------+
| # SCHOOL SCORES          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Total Score              | 81%     | 76%      | 77%     | 71%     |
+--------------------------+---------+----------+---------+---------+
| Number of students       | 77      | 73       | 84      | 62      |
| tested                   |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Percent of total         | 96%     | 92%      | 97%     | 95%     |
| students tested          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Number of students       | 1       | 0        | 2       | 2       |
| excluded                 |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| Percent of students      | 1.2%    | 0        | 2.2%    | 3%      |
| excluded                 |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| SUBGROUP SCORES          |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 1\. Economically         | 0       | 56%      | 57%     | 72%     |
| Disadvantage             |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 2\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 3\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 4\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+
| 5\.                      |         |          |         |         |
+--------------------------+---------+----------+---------+---------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+--------------------------+---------+----------+----------+----------+
|                          | **2001  | **2000   | **1999 - | **1998 - |
|                          | --      | --       | 2000**   | 1999**   |
|                          | 2002**  | 2001**   |          |          |
+--------------------------+---------+----------+----------+----------+
| # NATIONAL SCORES        |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| **Total Score**          |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| # STANDARD DEVIATIONS    |         |          |          |          |
+--------------------------+---------+----------+----------+----------+
| **Total Standard         |         |          |          |          |
| Division**               |         |          |          |          |
+--------------------------+---------+----------+----------+----------+

DISPLAYING ASSESSMENTS

REFERENCED AGAINST NATIONAL NORMS

[MATHEMATICS]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

**Grade:** 6 **Test:** SAT - 9

**Edition/publication year:** 1995 **Publisher:** Harcourt Brace
Educational Measurement

**What groups were excluded from testing?** None **Why and how were they
assessed?** N/A

Scores are reported here as (check one): NCEs\_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_X\_\_

+-------------------------+---------+----------+----------+----------+
|                         | 2001 -  | 2000 --  | 1999 -   | 1998 --  |
|                         | 2002    | 2001     | 2000     | 1999     |
+-------------------------+---------+----------+----------+----------+
| Testing month           | May     | May      | May      | May      |
+-------------------------+---------+----------+----------+----------+
| # SCHOOL SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Total Score             | 92%     | 88%      | 86%      | 84%      |
+-------------------------+---------+----------+----------+----------+
| Number of students      | 74      | 72       | 84       | 62       |
| tested                  |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of total        | 93%     | 91%      | 97%      | 95%      |
| students tested         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Number of students      | 1       | 0        | 2        | 2        |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| Percent of students     | 1.2%    | 0        | 2.2%     | 3%       |
| excluded                |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| SUBGROUP SCORES         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 1\. Economically        | 0       | 80%      | 75%      | 79%      |
| Disadvantage            |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 2\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 3\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 4\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| 5\.                     |         |          |          |          |
+-------------------------+---------+----------+----------+----------+

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

+-------------------------+---------+----------+----------+----------+
|                         | **2001  | **2000   | **1999 - | **1998 - |
|                         | --      | --       | 2000**   | 1999**   |
|                         | 2002**  | 2001**   |          |          |
+-------------------------+---------+----------+----------+----------+
| # NATIONAL SCORES       |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Score**         |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| # STANDARD DEVIATIONS   |         |          |          |          |
+-------------------------+---------+----------+----------+----------+
| **Total Standard        |         |          |          |          |
| Division**              |         |          |          |          |
+-------------------------+---------+----------+----------+----------+