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

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

**Cover Sheet**

Name of Principal [Mrs. Joyce Harshman]{.underline}

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

Official School Name [Louisa May Alcott Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [2433 Central Avenue .]{.underline}

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

[Riverside CA 92506-3408]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(909) 788-7451]{.underline} Fax [(909)
276-2048]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Website/URL [www.rusd.k12.ca.us]{.underline} Email
[jharshman@rusd.k12.ca.us]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Susan Rainey]{.underline}

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

District Name [Riverside Unified School District]{.underline} Tel.
[(909) 788-7130]{.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 Mrs. Dana Kruckenberg

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

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

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

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

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

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

1\. Number of schools in the district: [28]{.underline} Elementary
schools

[7]{.underline} Middle schools

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

[9]{.underline} High schools

[44]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,836 (2001-02)]{.underline}

Average State Per Pupil Expenditure: [\$6,454 (2000-01)]{.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
>
> \[ \] 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**       67        49                     116          **7**                             

  **1**       61        56                     117          **8**                             

  **2**       68        58                     126          **9**                             

  **3**       64        49                     113          **10**                            

  **4**       69        74                     143          **11**                            

  **5**       59        48                     107          **12**                            

  **6**       76        72                     148          Other                             

                                    **TOTAL                                                   **870**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [41]{.underline} % White

the students in the school: [18]{.underline} % Black or African American

[38]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[25.3%]{.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            118
              transferred ***to*** the school   
              after October 1 until the end of  
              the year.                         

  **(2)**     Number of students who            92
              transferred ***from*** the school 
              after October 1 until the end of  
              the year.                         

  **(3)**     Subtotal of all transferred       210
              students \[sum of rows (1) and    
              (2)\]                             

  **(4)**     Total number of students in the   830
              school as of October 1            

  **(5)**     Subtotal in row (3) divided by    .253
              total in row (4)                  

  **(6)**     Amount in row (5) multiplied by   25.3
              100                               
  ----------- --------------------------------- -------------------------

8\. Limited English Proficient students in the school: [12%
.]{.underline}

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

Number of languages represented: [5 .]{.underline}

Specify languages: Spanish, Vietnamese, Korean, Japanese, All other
non-English

9\. Students eligible for free/reduced-priced meals: [50% .]{.underline}

[436]{.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: [8% .]{.underline}

[70]{.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 [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [6]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [19]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [40]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation Traumatic Brain Injury

\_\_\_\_Multiple Disabilities [1]{.underline} 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) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [34]{.underline} \_\_\_\_\_\_\_\_

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

Paraprofessionals [8]{.underline} \_\_\_\_\_\_\_\_

> Support staff [6]{.underline} [11]{.underline}
>
> Total number [54]{.underline} [11]{.underline}

12\. Student-"classroom teacher" ratio: [20:1 in Grades K-2]{.underline}

[34:1 in Grades 3-6]{.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 95.09%      93.6%       92.3%       91.8%       96.7%

  Daily teacher attendance 93.2%       92.3%       92.6%       92.3%       90.7%

  Teacher turnover rate    15.4%       7.5%        20.5%       5.8%        0%

  Student dropout rate                                                     

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

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

Louisa May Alcott Elementary School is located in Riverside, California.
Upon entering our school, you will see the action, hear the excitement,
and feel the brilliance of all Alcott students creating a culture of
learning! *Learn More, Be More!* It is not just a motto; it is our
shared vision for the students, families, and community of Alcott. Since
opening our doors in the fall of 1961, our once small school of 492
students now welcomes 870 kindergarten through sixth-grade students each
day. Over the past 42 years, our school community has grown to reflect
the rich diversity of our large, urban city.

Children from Riverside's most impoverished neighborhoods (50% qualify
for free and reduced breakfast and lunch) and middle class neighborhoods
learn and grow together at Alcott. The diversity of our student body is
represented as Native American (1%), Asian (2%), African American (18%),
Hispanic (38%) and White (41%). This diversity enriches our experiences
and understanding of our world. In honoring our diversity, we have
created a cooperative spirit that is the source for open and honest
communication, superior family and community involvement, and a
relentless pursuit of excellence in everything we do.

Our educational programs are based upon rigorous academic standards, and
high expectations and accountability for all our students, families and
staff members. Our mission is to develop in each child a capable and
confident learner who enthusiastically assumes the responsibilities and
joys of society. Our dedicated teachers provide meaningful and
challenging coursework through the use of research-based teaching
practices. We provide differentiated instruction for all students,
including at-risk, English learners, high ability and gifted students. A
standards-based, high-quality core curriculum, enhanced by technology,
sparks the active engagement of all students.

Our clear focus on accelerating learning is evidenced through the
ongoing analysis of student performance results and the implementation
of best teaching practices that meet the needs of all students through
challenging and fun learning activities. The SMART (Specific and
strategic, Measurable, Attainable, Results-oriented, Time-bound) goals
process enables teachers to collaborate when charting student progress
and planning and implementing strategies for student success. Alcott's
focus is evidenced in our California Academic Performance Index growth
increase over the last three years of 26, 30 and 30 points, exceeding
the state's growth targeted for our school of 11, 6 and 4 points
respectively!

As a result of our continuous improvement process students have
additional opportunities to excel. Our technology literacy coach
provides support for both students and staff members. Programs that
encourage reading are a vital link to student success at Alcott.
*Reading Counts*, a computer-based reading program, monitors and
strengthens reading fluency, comprehension, and pace, as well as
identifies reading comprehension levels.

Alcott's Library Media Center (LMC) is the focal point of our school as
evidenced through frequent visits by students, families and staff. Last
year 21,875 books were checked out from our LMC. Homework help is
available at Champions, an on-site before and after-school program.

Our namesake, Louisa May Alcott, wrote *Little Women* and *Little Men*.
At Louisa May Alcott Elementary School, "little women" and "little men"
are nurtured and educated each day. Competent, dedicated, and caring
educators, supported by the endless efforts of our families and
community, provide more than opportunities for our students to *Learn
More;* they ensure that our students will *Be More!*

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

**Section 1: The meaning of the results.**

One way to demonstrate the increased achievement for Alcott students is
to examine Alcott's Stanford 9 (SAT9) Total Reading and Mathematics
Achievement Test results for grades 2 through 6 which are shown for five
years (1998-2002) on the assessment tables in terms of average scaled
scores. The average scaled scores and standard deviations for the 1997
SAT9 national norming group are also shown in a table at the bottom of
each page.

Alcott students continue to dramatically increase their achievement each
year. In 1998, students in only two grades, 4 and 5, exceeded the
national average on the SAT9 Total Reading Achievement Test as measured
by scaled scores. In 2002, students in all grade levels tested, 2, 3, 4,
5, and 6, exceeded the national average on Total Reading scaled scores.
The 1998 mathematics baseline scores show that only students in three
grades, 3, 5, and 6, exceeded the national average scaled scores on the
Total Mathematics Achievement Test. In 2002, students in all five grades
tested, 2, 3, 4, 5, and 6, exceeded the national scaled scores in Total
Mathematics. These results demonstrate the collaborative process we use
to examine student achievement, identify needs, and create engaging
learning experiences that inspire and challenge all students to achieve.

An examination of subgroup scores within each grade tested shows that
Alcott students have demonstrated steady growth over the past five
years. For Total Reading, our low socioeconomic status (SES) students
and Hispanic students in grades 2, 3, 4, 5, and 6 are closing the
achievement gap, (except for the grade 6 low SES subgroup which was not
numerically significant in 1998). For Total Mathematics, in all grades
tested, 2 through 6, each numerically significant ethnic subgroup
demonstrated significant growth when comparing 1998 baseline average
scaled scores to 2002 scores. Contributing to disparity in subgroups are
students' prior experiences that support academic success. We augment
the experiences of all our students to promote academic success. We
design programs and support mechanisms based on research to enrich
student experiences.

In addition to a norm-referenced test, California assesses student
progress on rigorous state standards using the criterion-referenced
California Standards Tests (CST). English-Language Arts and Mathematics
CST results for grades 2 through 6 are shown on the last set of
assessment tables for the years for which state performance level
standards have been available. The California Academic Performance Index
(API) is comprised of results on the SAT9 and results on the California
Standards Test. The state has established yearly growth targets, and we
are very proud of the fact that we have far exceeded the state's growth
targets for our school. Alcott's 2000, 2001 and 2002 API growth targets
were 11, 6 and 4 points respectively. Alcott students have accelerated
learning as evidenced by 26, 30 and 30-point gains for each of the three
corresponding years.

All Alcott students were included in these assessments. As part of the
calculation of the API for each school, the state excludes scores of
students who were not enrolled in the district since the first Wednesday
in October. Nevertheless, the Total Scores (average scaled scores)
displayed in Alcott's assessment tables include all students even if
they enrolled in the district after the first Wednesday in October. We
are accountable for ensuring the achievement of all students and that is
why we report results for all students. Additionally, in the calculation
of the API, a subgroup is only considered to be numerically significant
if there are 100 valid scores or 30 scores that constitute at least 15%
of the valid scores. For the tables presented on the following pages,
the scores of a subgroup at each grade level are reported if there are
at least 30 valid scores.

**Section 2: How the school uses assessment data to understand and
improve student and school performance.**

Our continuous process of improvement is an effective tool in raising
student achievement at Alcott. This process includes analyzing
assessment data, setting results-oriented goals, building teacher
collaboration, ongoing review of student work, and implementing action
steps. Grade-level collaboration teams meet monthly to analyze
achievement data and student work samples, develop measurable goals,
determine a precise focus for instructional strategies, and create
challenges for student learning. Each team member commits to
implementing an action plan, in which student performance informs
instruction each trimester. An item analysis matrix is used to analyze
trimester mathematics assessments to determine individual student and
class performance. For example, sixth-grade teachers decided to
integrate ordering rational numbers in the daily two-minute math review.
In addition, they will re-teach calculating percents using data from
charts and graphs.

SAT9 data are disaggregated to monitor the progress of each ethnic
subpopulation and low SES students. English learner, Gifted and Talented
Education (GATE) and gender data are reviewed as well. These results are
linked with our *Multiple Measures* trimester assessments, including
assessments specific to English learners, to track student progress
toward meeting grade-level standards. These assessments gauge progress
of all students toward grade-level standards in English language
proficiency, fluency and literacy. Assessment results inform teachers as
they plan and implement English language development instruction using
materials and resources that support district standards.

**Section 3: How the school communicates student performance, including
assessment data, to parents, students and the community.**

Student progress and assessment results are communicated in a variety of
ways to families in both English and Spanish. Alcott teachers present
assessment results at Back-to-School Night, post them on a school
bulletin board, discuss them during parent/teacher conferences, and
provide standards-based report cards each trimester. Each year, results
of standardized assessments and an explanation of scores are sent to
parents. Parents are also kept informed of specific assessment data at
school functions, such as School Site Council, Parent Teacher
Association, and English Language Advisory Committee meetings, where
student achievement is a regular agenda item. Each teacher also informs
families through our monthly "What's Happening?" newsletters.

Formal communications of student performance include our *School
Accountability Report Card*, which is published yearly, provided to
parents and posted on Alcott's web page. Our school marquee proudly
announces our successes in student achievement. Our monthly awards
assemblies celebrate student character development, and academic
improvement and achievement. Informal communications consistently
include written notes, telephone contacts and personal visits informing
parents of student performance.

*Multiple Measures* trimester assessments provide regular feedback to
parents regarding student achievement of grade-level standards and serve
as early indicators for identifying at-risk students. As part of our
continuous authentic assessment process, student-generated writing
portfolios are on display at our open house each spring. The Alcott
family works in tandem to accelerate student learning and to celebrate
efforts and accomplishments.

**Section 4: How the school will share its successes with other
schools.**

Alcott teacher representatives from each grade level collaborate with
teachers from three other district schools during language arts
leadership days four times each year. Discussion of the effective
implementation of reading materials focuses on writing, spelling and
word work, and whole- and small-group reading instruction. This
articulation across school sites also allows us to share our successes
with the four other schools.

During principals' meetings, attended by 28 principals representing all
elementary schools in the district, our principal presents methods
Alcott uses to advance student achievement. Once a month, our principal
participates in cluster principals' meetings. The cluster is comprised
of six principals representing six schools within our district. During
these meetings, our principal presents the successes of our school. Our
assistant principal presents interventions at assistant principals'
meetings, consisting of all elementary assistant principals in the
district.

During the April 21, 2003, Board of Education meeting, our principal and
technology literacy coach will present our successes with our
computer-based reading program, *Reading Counts*. Attending the meeting
will be principals and teachers from throughout the district. Our
technology literacy coach also presents our successes in reading
instruction during district-wide literacy leader meetings. Certificated
teachers from 28 elementary schools in our district are represented
during these meetings.

Alcott has registered to present our successes at the California
Achieving Schools Conference in May 2003. The presentation will include
steps for analyzing student achievement data, establishing a school-wide
intervention system, and practical implementation of strategies.

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

Section 1: Curriculum and how all students are engaged with high
standards.

Alcott actively aligns and fully implements all California state
standards and our school district's content standards in
English/language arts, Spanish/language arts (K-2), mathematics,
history/social science and science. Each curricular area *Framework for
California Public Schools* guides our decisions regarding instructional
objectives, design and delivery, assessment, universal access and
materials, as well as our presentation of clear and very public
standards that define excellence and high expectations. Our
comprehensive core curriculum is founded on rigorous content and
performance standards, aligned with state standards, and high
expectations for teaching and learning.

Alcott uses curricular materials in reading, mathematics and science
that are aligned with state and district standards at each grade level
and offers assessment tasks that parallel requirements of standards. We
offer a systematic reading program that carefully sequences the
introduction of content, skills and strategies. Challenging
comprehension instruction, with the integration of content areas, is
provided to our students. Our pacing guide for mathematics instruction
ensures that prerequisite skills are addressed, there is sufficient
review of previously taught concepts, skills and strategies, and the
number and range of examples is adequate. Daily learning schedules are
routinely modified to promote standards-based curriculum integration.

Assessments measuring student progress are purposeful and are used to
inform instructional practices. Prior to instruction, skill levels of
students are determined through varied assessments and results are used
during instructional planning. Teachers regularly monitor student
progress toward instructional objectives by assessing the skills and
concepts directly taught. Instructional effectiveness and student
proficiency levels are assessed through district trimester assessments.
Performance assessments include the use of rubrics and model writing
samples.

Curriculum and instruction are differentiated to address the needs of
all students and engage students in standards-based instruction.
Presenting curriculum in alternative ways ensures each student success
with core curriculum. For example, primary language instruction, driven
by our district's Spanish/language arts standards, is offered in all
Structured English Immersion classes (K-2). Spanish/language arts
materials are used to present systematic language, vocabulary and
phonics instruction, and are parallel and equal to materials used for
English/language arts instruction. Students learn to read and write in
their primary language and transfer these skills successfully as they
acquire English in other curricular areas.

Teachers identify the essential understandings of standards and ensure
that identified at-risk students work toward proficiency of these
standards. Each at-risk student becomes a "focus of concern" for a
teacher who monitors academic progress and initiates early intervention
strategies. The teacher contacts the family every other week to provide
coaching and to suggest interventions easily implemented at home. Early
interventions include reinforcing a curriculum concept through varied
instructional approaches while addressing learning styles, re-teaching a
concept through student schema or background, and providing increased
feedback and practice.

For advanced students, breadth and complexity is expanded. For example,
students are challenged through accelerated problem solving in
mathematics, in depth writing, high-level novels, and history/social
science and science projects and presentations that provide students
opportunities to display and demonstrate content process and product.
GATE students have opportunities to learn a foreign language using
individualized computer programs that culminate in field trips and
presentations, which are coupled with standards and involve the
community.

**Section 2: Rationale for reading curriculum and why we chose this
approach to reading.**

The California English/language arts content standards describe specific
knowledge students are expected to gain and skills they are expected to
master at the conclusion of each grade level. Our collective view on
literacy maximizes learning for all students. Our reading curriculum is
a systematic, explicit approach to teaching the key elements of reading,
including word attack skills, spelling, vocabulary, phonemic awareness,
fluency and comprehension. Sound research practices for grouping
strategies, teaching resources, and assessment methods, outlined in our
district's *Comprehensive Literacy Program* (K-6), are integrated
throughout curricular areas.

Students experience the rigor of grade-level text during whole-class
reading instruction, with reinforcement and extension provided during
small-group instruction as students work at their instructional levels.
Last year, our teachers were actively involved in the selection of our
new English/language arts materials which match our approach to teaching
reading. A wide variety of reading materials provide access for all
students to increase reading comprehension skills, including recalling,
sequencing, summarizing, making inferences, predicting, and drawing
conclusions. Students experience the literal, interpretive and applied
levels of reading comprehension.

Our reading curriculum is strengthened by our school-wide home and
school reading incentive program, which reflects our commitment to
helping each student develop a love for literature and reading. This
massive effort includes setting grade-level goals for each student to
read a minimum number of minutes each evening. A computer-based
supplemental reading program, *Reading Counts*, develops reading
fluency, pace and comprehension while tracking individual student
reading levels and progress through comprehension quizzes. This
technology engages students, provides instantaneous feedback, and
encourages students from all backgrounds to read more by providing
resources and experiences at school.

**Section 3: Mathematics, essential skills and knowledge, and our
school's mission.**

Our mission is to develop in each child a capable and confident learner
who enthusiastically accepts the responsibilities and joys of society.
We believe that mathematics competence helps children to fully
participate in society and perform the simple yet essential business of
daily life. Teachers provide students with varied opportunities to
reason through problem solving solutions. For example, students
communicate their thinking processes through quality math conversations
and school-wide math journals.

Each Alcott teacher incorporates the essential elements that further our
mission. The California mathematics content standards are the foundation
for all instruction and include for each grade level the five
mathematical strands of number sense, algebra and functions, measurement
and geometry, statistics, data analysis, and probability, and
mathematical reasoning.

We present a balance between conceptual understanding, basic
computational and procedural skills, and problem solving. Students are
intellectually engaged in learning by reasoning, predicting, evaluating,
concluding, and solving problems, skills that are fundamental for
life-long learning. Students who are skillful in mathematical
computation and reasoning will empower their everyday lives and expand
mathematically-related career choices. Our mathematics curriculum is
structured to help students progress through the concept development
stages of the concrete, representational and abstract. Our goal is to
have each student operating in the highest stage possible.

**Section 4: Instructional methods and how they are used to improve
student learning.**

To ensure student learning, a variety of instructional strategies such
as reciprocal teaching, cooperative group work, small-group instruction,
team teaching, adult tutoring, peer partnerships and cross-age tutoring
are used. Our main focus is to help students see relationships and make
connections between what they are learning and their own lives.

Cooperative group work augments and expands initial instruction, and is
facilitated by teachers or through supervised exploration. The teacher
is the primary leader, maintaining an active instructional role, as
students discuss thinking and learn from one another. Reciprocal
teaching of grade-level text is structured through the use of four
strategies, predicting, clarifying, questioning and summarizing. The
teacher and students take turns assuming the instructional role in
leading this dialogue.

Flexible, homogeneous groupings provide scaffolding for at-risk students
and English learners, as well as extension for high-ability and gifted
students. All students gain content knowledge through additional
linguistic prompts, such as audio-visual aids, manipulatives, models,
graphic organizers, and teacher "think-aloud". Methods of differentiated
instruction, such as acceleration, compacting and extension work,
novelty, choice and layered assignments, product/project-based
instruction, and depth and complexity provide challenge at appropriate
levels of instruction for advanced students.

For students who need additional time and experiences to grasp concepts
and skills, extended learning activities are provided within and beyond
the school day and year. Teachers tutor students during the
non-instructional minutes students are on campus, such as before or
after school. At-risk students attend summer school, providing an
intensive, standards-based program in reading, writing and mathematics.

**Section 5: Professional Development and its impact on improving
student achievement.**

Teachers and staff members select professional development based upon
standards and student learning. For example, our teachers chose and
planned the content for our professional development day in January, an
in depth session as part of our continuing focus on instructional
strategies to teach the writing process. Our teachers provide
professional development for our own teachers and other teachers in the
district. One teacher demonstrated a reciprocal teaching lesson,
combining reading comprehension strategies with history/social science
content for other district teachers. Training opportunities in
English/language arts, mathematics, class-size reduction, special
education, and English learner services, offered through our district's
staff development center, are attended by our teachers. Outside
trainings, such as the guided reading and literacy conference that our
fourth-grade team attended, are also available for teachers to
strengthen teaching practices.

Grade-level collaboration teams attend professional development together
to promote program consistency. For example, our third-grade teachers
reviewed student work samples and analyzed the progress of individual
students during a three-day training focused on specific reading and
writing strategies. As part of the training, they identified best
practices and incorporated them into a plan to both reinforce and
accelerate learning. In mathematics, we are proud that 100% of our
teachers participated in voluntary professional development during the
summer, outside the contractual school year. School-wide goals for
continued effective implementation of standards and new instructional
materials were set during this time. This level of involvement reflects
quality teacher professionalism and our shared goal of becoming the best
teachers we can be for our students.

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Reading]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           598.9               594.1               592.7               581.5               571.8
  Score)                                                                                                                

  Number of students tested             103                 132                 100                 117                 99

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         594.1               578.2               N/S                 N/S                 N/S     
  subgroup)                                                                                                             

  2\. White (specify subgroup)  611.8               610.6               596.6               593.1               594.0   

  3\. African American (specify N/S                 N/S                 N/S                 N/S                 N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   580.5               575.8               573.9               563.7               561.0   
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    581.0       581.0       581.0       581.0       581.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       46.0        46.0        46.0        46.0        46.0
  ------------------------------ ----------- ----------- ----------- ----------- -----------

***Note to Reader:*** Our SAT9 test results displayed for the year 1998
can be found at the following California Department of Education web
site:

star.cde.ca.gov/star98/reports/33-67215-6032536.html. The 1998 SAT9 test
results for each subgroup were not available on the web site and were
generated by the district's Department of Education Accountability using
data from the scoring vendor's CD provided to the district. The SAT9
test results displayed for all students and each subgroup for grades 2
through 6 for the years 1999-2002 can be found at the following
California Department of Education web site:

\<www.eddataonline.com/CST2002/report.cfm?CO=33&DIST=67215&SCHL=6032536&grouplevel=1&GroupType=4&groupcat=1\>.
The reviewer should select Stanford 9 and then the year (1999, 2000,
2001, and 2002). Then select All Students, Hispanic, White, African
American, and NSLP (National School Lunch Program) for each year.

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Reading]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           620.9               623.6               613.4               606.4               595.6
  Score)                                                                                                                

  Number of students tested             139                 109                 133                 92                  89

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         604.2               609.0               607.6               N/S                 578.0   
  subgroup)                                                                                                             

  2\. White (specify subgroup)  641.9               636.5               623.9               626.3               614.0   

  3\. African American (specify N/S                 N/S                 594.6               N/S                 N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   600.5               602.0               601.9               589.2               587.0   
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    616.0       616.0       616.0       616.0       616.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       46.5        46.5        46.5        46.5        46.5
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Reading]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           656.6               645.9               638.0               631.0               647.5
  Score)                                                                                                                

  Number of students tested             103                 123                 102                 96                  98

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         645.4               637.2               618.2               617.5               N/S     
  subgroup)                                                                                                             

  2\. White (specify subgroup)  671.0               654.0               661.3               642.9               659.0   

  3\. African American (specify N/S                 N/S                 N/S                 617.5               N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   637.5               629.8               614.8               615.6               624.0   
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    638.0       638.0       638.0       638.0       638.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       43.5        43.5        43.5        43.5        43.5
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Reading]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           663.0               658.8               650.6               660.7               660.4
  Score)                                                                                                                

  Number of students tested             132                 107                 99                  108                 81

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         655.2               637.9               640.1               N/S                 N/S     
  subgroup)                                                                                                             

  2\. White (specify subgroup)  673.2               683.3               664.5               676.5               674.0   

  3\. African American (specify N/S                 N/S                 N/S                 N/S                 N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   650.1               638.2               638.5               639.2               641.0   
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    654.0       654.0       654.0       654.0       654.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       40.5        40.5        40.5        40.5        40.5
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Reading]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           667.9               660.7               664.7               672.5               661.9
  Score)                                                                                                                

  Number of students tested             102                 97                  111                 80                  98

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         653.9               652.9               N/S                 N/S                 647.0   
  subgroup)                                                                                                             

  2\. White (specify subgroup)  681.4               673.3               679.2               683.2               672.0   

  3\. African American (specify N/S                 N/S                 N/S                 N/S                 N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   653.0               652.0               640.5               654.0               N/S     
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    663.0       663.0       663.0       663.0       663.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       38.0        38.0        38.0        38.0        38.0
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Mathematics]{.underline}\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           602.2               586.8               580.1               574.4               558.0
  Score)                                                                                                                

  Number of students tested             104                 131                 101                 122                 104

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         600.5               582.7               N/S                 565.7               549.0   
  subgroup)                                                                                                             

  2\. White (specify subgroup)  613.3               595.7               591.8               587.7               582.0   

  3\. African American (specify N/S                 N/S                 N/S                 565.7               N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   588.0               576.1               550.3               560.8               548.0   
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    573.0       573.0       573.0       573.0       573.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       38.5        38.5        38.5        38.5        38.5
  ------------------------------ ----------- ----------- ----------- ----------- -----------

***Note to Reader:*** Our SAT9 test results displayed for the year 1998
can be found at the following California Department of Education web
site:

star.cde.ca.gov/star98/reports/33-67215-6032536.html. The 1998 SAT9 test
results for each subgroup were not available on the web site and were
generated by the district's Department of Education Accountability using
data from the scoring vendor's CD provided to the district. The SAT9
test results displayed for all students and each subgroup for grades 2
through 6 for the years 1999-2002 can be found at the following
California Department of Education web site:

\<www.eddataonline.com/CST2002/report.cfm?CO=33&DIST=67215&SCHL=6032536&grouplevel=1&GroupType=4&groupcat=1\>.
The reviewer should select Stanford 9 and then the year (1999, 2000,
2001, and 2002). Then select All Students, Hispanic, White, African
American, and NSLP (National School Lunch Program) for each year.

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Mathematics]{.underline}\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           622.4               615.4               607.4               600.2               593.2
  Score)                                                                                                                

  Number of students tested             140                 109                 132                 94                  92

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         609.5               609.7               611.7               N/S                 578.0   
  subgroup)                                                                                                             

  2\. White (specify subgroup)  640.2               625.9               615.3               618.3               609.0   

  3\. African American (specify N/S                 N/S                 582.3               N/S                 N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   600.0               592.3               602.3               585.8               587.0   
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    573.0       573.0       573.0       573.0       573.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       38.5        38.5        38.5        38.5        38.5
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Mathematics]{.underline}\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           644.0               636.9               623.8               617.5               621.9
  Score)                                                                                                                

  Number of students tested             102                 125                 103                 98                  101

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         645.6               635.9               612.0               606.1               602.0   
  subgroup)                                                                                                             

  2\. White (specify subgroup)  652.7               643.4               642.7               631.6               632.0   

  3\. African American (specify N/S                 N/S                 N/S                 606.1               N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   625.2               624.5               601.4               602.6               603.0   
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    625.0       625.0       625.0       625.0       625.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       39.5        39.5        39.5        39.5        39.5
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Mathematics]{.underline}\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           671.8               656.6               656.0               660.1               654.9
  Score)                                                                                                                

  Number of students tested             132                 112                 101                 108                 82

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         666.0               633.3               647.9               N/S                 N/S     
  subgroup)                                                                                                             

  2\. White (specify subgroup)  683.6               684.1               670.3               674.3               669.0   

  3\. African American (specify N/S                 N/S                 N/S                 N/S                 N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   658.0               634.1               646.7               638.6               634.0   
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    646.0       646.0       646.0       646.0       646.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       37.5        37.5        37.5        37.5        37.5
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.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 .]{.underline} Test [Stanford Achievement Test -- Total
Mathematics]{.underline}\_\_\_\_\_

Edition/publication year [9^th^/1997]{.underline} Publisher [Harcourt
Brace Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[.]{.underline}

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

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

  Testing month                         May                 May                 May                 May                 May

  **SCHOOL SCORES**                                                                                                     

  Total Score (Average Scaled           675.0               670.3               673.2               681.3               670.3
  Score)                                                                                                                

  Number of students tested             104                 100                 112                 81                  98

  Percent of total students             100                 100                 100                 100                 100
  tested                                                                                                                

  Number of students excluded           0                   0                   0                   0                   0

  Percent of students excluded          0                   0                   0                   0                   0

  SUBGROUP SCORES (N=\>30 &                                                                                             
  15%)                                                                                                                  

  1\. Hispanic (specify         659.0               665.8               N/S                 N/S                 649.0   
  subgroup)                                                                                                             

  2\. White (specify subgroup)  697.2               684.1               692.5               696.9               683.0   

  3\. African American (specify N/S                 N/S                 N/S                 N/S                 N/S     
  subgroup)                                                                                                             

  4\. Low SES (NSLP) (specify   649.0               659.3               647.5               660.4               N/S     
  subgroup)                                                                                                             

  5\. (specify subgroup)                                                                                                
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- ------- ----------- ------- -----------

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

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

  **NATIONAL SCORES**                                                            

  Total Score                    656.0       656.0       656.0       656.0       656.0

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation       40.5        40.5        40.5        40.5        40.5
  ------------------------------ ----------- ----------- ----------- ----------- -----------

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

Grade [2 .]{.underline} Test [. California English-Language Arts
Standards Test (CST ELA) . .]{.underline}

Edition/publication year . [2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           338.8       N/A         N/A                     

  \% At or Above Basic               71          68          N/A                     

  \% At or Above Proficient          40          39          N/A                     

  \% At Advanced                     17          13          N/A                     

  Number of students tested          103         129         99                      

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             36          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             49          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  56          54          N/A                     

  At or Above Proficient             23          24          N/A                     

  At Advanced                        12          3           N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          324.1       N/A         N/A                     

  \% At or Above Basic               64          61          N/A                     

  \% At or Above Proficient          32          32          N/A                     

  \% At Advanced                     9           10          N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 402 Proficient 350-401
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.

***Note to Reader:*** The English-Language Arts and Mathematics CST
results displayed for all students and each subgroup for grades 2
through 6 for the years 2000-02 can be found at the following California
Department of Education web site:

\<[star.cde.ca.gov/star2002/report.asp?CDSCode=33672150006032536000&CL=1]{.underline}\>

\<[www.eddataonline.com/CST2002/report.cfm?co=33&dist=67215&GroupLevel=1&GroupCat=1&groupYear=2002&GroupType=5]{.underline}\>.
Then select All Students, Hispanic, White, African American, and NSLP
(National School Lunch Program). While the California English-Language
Arts Standards test was administered beginning in 1999-2000, the State
Board of Education did not set performance standards until 2000-01.
Similarly, performance standards for the California Mathematics
Standards test were not set until 2001-02.

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

Grade [3 .]{.underline} Test [. California English-Language Arts
Standards Test (CST ELA) . .]{.underline}

Edition/publication year . [2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           336.3       N/A         N/A                     

  \% At or Above Basic               70          68          N/A                     

  \% At or Above Proficient          39          44          N/A                     

  \% At Advanced                     15          14          N/A                     

  Number of students tested          137         106         129                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             26          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             54          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  52          52          N/A                     

  At or Above Proficient             20          28          N/A                     

  At Advanced                        2           2           N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          323.5       N/A         N/A                     

  \% At or Above Basic               62          59          N/A                     

  \% At or Above Proficient          34          30          N/A                     

  \% At Advanced                     11          9           N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 402 Proficient 350-401
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.

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

Grade [4 .]{.underline} Test [. California English-Language Arts
Standards Test (CST ELA) . .]{.underline}

Edition/publication year . [2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           353.1       N/A         N/A                     

  \% At or Above Basic               88          82          N/A                     

  \% At or Above Proficient          47          41          N/A                     

  \% At Advanced                     20          15          N/A                     

  Number of students tested          98          123         101                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             45          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             56          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  78          79          N/A                     

  At or Above Proficient             32          20          N/A                     

  At Advanced                        7           2           N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          332.8       N/A         N/A                     

  \% At or Above Basic               71          66          N/A                     

  \% At or Above Proficient          36          33          N/A                     

  \% At Advanced                     14          11          N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 393 Proficient 350-392
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.

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

Grade [5 .]{.underline} Test [. California English-Language Arts
Standards Test (CST ELA) . .]{.underline}

Edition/publication year . [2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           353.1       N/A         N/A                     

  \% At or Above Basic               77          69          N/A                     

  \% At or Above Proficient          39          40          N/A                     

  \% At Advanced                     14          10          N/A                     

  Number of students tested          132         106         97                      

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             30          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             54          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  71          57          N/A                     

  At or Above Proficient             27          17          N/A                     

  At Advanced                        7           0           N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          327.7       N/A         N/A                     

  \% At or Above Basic               71          66          N/A                     

  \% At or Above Proficient          31          28          N/A                     

  \% At Advanced                     9           7           N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 395 Proficient 350-394
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.

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

Grade [6 .]{.underline} Test [. California English-Language Arts
Standards Test (CST ELA) . .]{.underline}

Edition/publication year . [2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           329.5       N/A         N/A                     

  \% At or Above Basic               72          70          N/A                     

  \% At or Above Proficient          36          32          N/A                     

  \% At Advanced                     8           5           N/A                     

  Number of students tested          102         97          110                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             20          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             51          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  59          57          N/A                     

  At or Above Proficient             16          22          N/A                     

  At Advanced                        0           2           N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          323.0       N/A         N/A                     

  \% At or Above Basic               66          67          N/A                     

  \% At or Above Proficient          30          31          N/A                     

  \% At Advanced                     9           8           N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 394 Proficient 350-393
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.

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

Grade [. 2 .]{.underline} Test [. California Mathematics Standards Test
(CST Math) .]{.underline}

Edition/publication year [. 2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           380.7       N/A         N/A                     

  \% At or Above Basic               83          N/A         N/A                     

  \% At or Above Proficient          66          N/A         N/A                     

  \% At Advanced                     30          N/A         N/A                     

  Number of students tested          104         130         101                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             62          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             79          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  71          N/A         N/A                     

  At or Above Proficient             57          N/A         N/A                     

  At Advanced                        18          N/A         N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          342.7       N/A         N/A                     

  \% At or Above Basic               68          N/A         N/A                     

  \% At or Above Proficient          43          N/A         N/A                     

  \% At Advanced                     16          N/A         N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 414 Proficient 350-413
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.

***Note to Reader:*** The English-Language Arts and Mathematics CST
results displayed for all students and each subgroup for grades 2
through 6 for the years 2000-02 can be found at the following California
Department of Education web site:

[\<star.cde.ca.gov/star2002/report.asp?CDSCode=33672150006032536000&CL=1]{.underline}\>

\<[www.eddataonline.com/CST2002/report.cfm?co=33&dist=67215&GroupLevel=1&GroupCat=1&groupYear=2002&GroupType=5]{.underline}\>.
Then select All Students, Hispanic, White, African American, and NSLP
(National School Lunch Program). While the California English-Language
Arts Standards test was administered beginning in 1999-2000, the State
Board of Education did not set performance standards until 2000-01.
Similarly, performance standards for the California Mathematics
Standards test were not set until 2001-02.

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

Grade [. 3 .]{.underline} Test [. California Mathematics Standards Test
(CST Math) .]{.underline}

Edition/publication year [. 2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           345.0       N/A         N/A                     

  \% At or Above Basic               67          N/A         N/A                     

  \% At or Above Proficient          44          N/A         N/A                     

  \% At Advanced                     20          N/A         N/A                     

  Number of students tested          139         105         132                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             28          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             58          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  52          N/A         N/A                     

  At or Above Proficient             26          N/A         N/A                     

  At Advanced                        8           N/A         N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          331.6       N/A         N/A                     

  \% At or Above Basic               65          N/A         N/A                     

  \% At or Above Proficient          38          N/A         N/A                     

  \% At Advanced                     12          N/A         N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 414 Proficient 350-413
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.

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

Grade [. 4 .]{.underline} Test [. California Mathematics Standards Test
(CST Math) .]{.underline}

Edition/publication year [. 2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           355.4       N/A         N/A                     

  \% At or Above Basic               82          N/A         N/A                     

  \% At or Above Proficient          44          N/A         N/A                     

  \% At Advanced                     26          N/A         N/A                     

  Number of students tested          102         124         103                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             47          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             54          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  74          N/A         N/A                     

  At or Above Proficient             24          N/A         N/A                     

  At Advanced                        7           N/A         N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          332.4       N/A         N/A                     

  \% At or Above Basic               67          N/A         N/A                     

  \% At or Above Proficient          37          N/A         N/A                     

  \% At Advanced                     13          N/A         N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 401 Proficient 350-400
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.

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

Grade [. 5 .]{.underline} Test [. California Mathematics Standards Test
(CST Math) .]{.underline}

Edition/publication year [. 2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           361.7       N/A         N/A                     

  \% At or Above Basic               74          N/A         N/A                     

  \% At or Above Proficient          57          N/A         N/A                     

  \% At Advanced                     21          N/A         N/A                     

  Number of students tested          132         112         101                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             45          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             70          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  68          N/A         N/A                     

  At or Above Proficient             44          N/A         N/A                     

  At Advanced                        10          N/A         N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          322.5       N/A         N/A                     

  \% At or Above Basic               59          N/A         N/A                     

  \% At or Above Proficient          29          N/A         N/A                     

  \% At Advanced                     7           N/A         N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 430 Proficient 350-429
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.

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

Grade [. 6 .]{.underline} Test [. California Mathematics Standards Test
(CST Math) .]{.underline}

Edition/publication year [. 2000 .]{.underline} Publisher [. California
Department of Education .]{.underline}

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

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                      May         May         May                     

  SCHOOL SCORES                                                                      

  Total (MEAN SCALE SCORE)           337.2       N/A         N/A                     

  \% At or Above Basic               66          N/A         N/A                     

  \% At or Above Proficient          43          N/A         N/A                     

  \% At Advanced                     14          N/A         N/A                     

  Number of students tested          105         101         112                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES (N=\>30 & 15%)                                                     

  1\. Hispanic (specify subgroup)                                                    

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             26          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  2 White (specify subgroup)                                                         

  At or Above Basic                  N/A         N/A         N/A                     

  At or Above Proficient             63          N/A         N/A                     

  At Advanced                        N/A         N/A         N/A                     

  3\. African American (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  N/S         N/S         N/S                     

  At or Above Proficient             N/S         N/S         N/S                     

  At Advanced                        N/S         N/S         N/S                     

  4\. Low SES (NSLP) (specify                                                        
  subgroup)                                                                          

  At or Above Basic                  48          N/A         N/A                     

  At or Above Proficient             18          N/A         N/A                     

  At Advanced                        3           N/A         N/A                     

  STATE SCORES                                                                       

  Total (MEAN SCALED SCORE)          328.3       N/A         N/A                     

  \% At or Above Basic               62          N/A         N/A                     

  \% At or Above Proficient          32          N/A         N/A                     

  \% At Advanced                     10          N/A         N/A                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Performance standards scaled scores: Advanced =\> 415 Proficient 350-414
Basic 300-349

N/A -- Data not available. N/S -- Not a numerically significant
subgroup.