##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Jeff Smith .]{.underline}

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

Official School Name [Tom Matsumoto Elementary School .]{.underline}

(As it should appear in the official records)

School Mailing Address [4121 Mackin Woods Lane .]{.underline}

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

[San Jose California 95135 - 1159]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 408 ) 223-4873]{.underline} Fax [( 408 ) 223-4883]{.underline}

Website/URL [www.eesd.org/Matsumoto/matsumoto.html]{.underline} E-mail
[mcavallo@eesd.org]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_February 2, 2004\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Thomas E. Andrade .]{.underline}

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

District Name [Evergreen Elementary School District]{.underline} Tel. [(
408 ) 270-6800]{.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\_\_\_\_\_\_February 2, 2004\_\_\_\_\_\_\_\_\_ (Superintendent's
Signature)

Name of School Board

President/Chairperson [Mrs. Kathy Bowers]{.underline}

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

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

Date\_\_\_\_\_\_\_February 2, 2004\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA -- 2002-2003**

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

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

1\. Number of schools in the district: \_14\_\_ Elementary schools

\_\_3\_\_ Middle schools

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

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

\_\_\_\_\_ Other (Briefly explain)

\_17\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\$ 6,037\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\$ 6,719\_\_\_\_\_\_\_

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[5]{.underline} 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**       91        57                     **148**      **7**                             

  **1**       90        103                    **193**      **8**                             

  **2**       62        58                     **120**      **9**                             

  **3**       83        77                     **160**      **10**                            

  **4**       70        67                     **137**      **11**                            

  **5**       71        70                     **141**      **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   **899**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [9.2 \_]{.underline} % White

the students in the school: [1.9]{.underline} % Black or African
American

[7.7]{.underline} % Hispanic or Latino

\_\_\_\_\_[80.5 \_]{.underline}% Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_10.7\_\_\_\_\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 57
              ***to*** the school after October  
              1 until the end of the year.       

  **10**      Number of students who transferred 39
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        96
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    890
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .107
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    10.7
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_26.74\_\_\_%

\_\_\_\_238\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_16\_\_\_\_

Specify languages:

**Vietnamese, Mandarin, Cantonese, Spanish, Korean, Punjabi, Urdu,
Filipino, Japanese, Hindi, Khmer, Farsi, French, Indonesian, Rumanian,
Other Non-English**

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_4.9\_\_\_%

\_\_\_\_\_44\_\_\_Total Number Students Who Qualify

> If this method does not produce 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: \_\_\_\_4\_\_\_\_%

\_\_\_\_ 36\_\_\_\_Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_15_Specific Learning Disability

\_\_\_\_Hearing Impairment \_14_Speech or Language Impairment

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

\_7\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_ 2\_\_\_ \_\_\_\_0\_\_\_\_

Classroom teachers \_\_\_36\_\_\_ \_\_\_\_4\_\_\_\_

Special resource teachers/specialists \_\_\_\_1\_\_\_ \_\_\_\_4\_\_\_\_

Paraprofessionals \_\_\_\_1\_\_\_ \_\_\_\_8\_\_\_\_

> Support staff \_\_\_\_4\_\_\_ \_\_\_\_5\_\_\_\_
>
> Total number \_\_\_44\_\_\_\_ \_\_\_\_21\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_\_\_24 :
1\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.71%      97.68%      97.41%      97.29%      97.68%

  Daily teacher attendance 96.88%      97.03%      97.63%      97.21%      98.73%

  Teacher turnover rate    14%         26%         10%         12%         New school

  Student dropout rate     0           0           0           0           0

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

**PART III -- SUMMARY -- Tom Matsumoto School**

Tom Matsumoto School, built in 1998, is a highly modern and fully wired
21^st^ Century school. It is named after the longest standing member of
the Evergreen School District Board of Trustees (36 years). Mr.
Matsumoto symbolizes excellence in education by maintaining a continued
focus on rigorous academic standards, respect and expectations from our
growing diverse population, and providing state of the art facilities as
students are **"Creating the Future"** (our school motto). The Tom
Matsumoto School Community shares and reflects these visions by adhering
to a commitment of strong academic standards, strength in
social/emotional development and continuous parent involvement in all
aspects of the school experience. To achieve this commitment, we believe
all students must:

-   be provided a rigorous, challenging and aggressive standards based
    curriculum

-   be life-long learners

-   be empowered as contributing members of our society

-   have a strong self concept.

Nestled in the east San Jose foothills, Matsumoto School serves an
economically and ethnically diverse population in the heart of the
rapidly expanding technological Silicon Valley. Our current population
of 899 students represents an ethnic diversity of 75% Asian (Indian,
Vietnamese, Chinese, Cambodian, Pakastini, Japanese), 9% White, 8%
Hispanic, 6% Filipino, 2% African American, 1% Pacific Islander. Sixteen
languages are spoken and currently 27 % of our student body have limited
proficiency in English. Homes range from very expensive in neighborhoods
of great affluence to several families residing together in a single
dwelling and qualified as economically disadvantaged. The fluidity of
the local employment market and housing developments resulted in a 37%
overall mobility rate last year, mostly from newly enrolling students.
The challenges of addressing such a rapidly changing community are met
with the commitment and dedication of our staff and community. Utilizing
the California Academic Performance Index of 831 in 1999, Matsumoto's
commitment to excellence has raised the API to 919 in 2003,
demonstrating continued academic growth closely aligned to state
standards.

All students participate in an academically challenging program at their
grade levels. Within each class, students are expected to acquire a base
of rigorous core curriculum knowledge and apply this knowledge to
comprehensive performances, in-depth investigations, and practical
demonstrations of solving real world complex problems. A comprehensive
assessment program including norm referenced testing, district
performance assessments, classroom portfolios, schoolwide assessments,
and regular grade reporting serves to drive instruction and is the basis
for analyzing the success of our students and programs. Results are
reported proudly to our parents and community.

School doesn't stop when the last bell rings. Soccer Club, Chess Club,
Math Club, and our performing arts group all meet after school. In the
last several years, our spring musical **[Annie Jr.]{.underline}** and
**[School House Rock Jr.]{.underline}** have been sell outs.
Additionally, formal classes for intervention (at-risk in language arts
and math) and extension (Great Books discussion groups) are held after
school. There is an annual comprehensive summer school program. The YMCA
has an on-site facility to provide extended care to families in need.

Our parents play a key role in our school's success. Walk across the
forum and see the fabulous Hogwart's castle created by parents who also
constructed backdrops for the spring play and a tree house and submarine
for reading programs in the library. We expect that all parents will
participate in their child's education and they do! Through
decision-making bodies ( DAC, EGAC, ELAC, PAC, PTA, SSC, etc.),
student/parent workshops such as '*Family* *Math* *Night'*,
parent/teacher conferences, '*Stargazing* *Night'*, and frequent
relevant communications (weekly newsletter, student/parent handbook, the
parent series from The Parent Institute) our parents are full partners
in our important mission. We are especially proud of our connection to
the business community. Partnerships with many Silicon Valley companies
as well as local businesses have supported our Science Fair, staff
development, our spring musical, the library and much more. Our entire
learning community holds to a singular focus that all students can and
must succeed as we aspire to develop life long learners who are
**"Creating the Future"**.

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

1.  **Describe in 1 page the meaning of the school's assessment results
    in reading and mathematics.**

Matsumoto School has used both norm referenced testing data and
performance based testing data to drive curriculum decisions, modify
instructional strategies, textbook selection, and target students
(individual and groups) for intervention assistance. State and local
test data, in conjunction with the State of California's Academic
Performance Index (API), have provided a roadmap for continued
improvement over the years and validated progress made to this date.

Matsumoto's API (California's Academic Performance Index, a multiple
measure index) in 1998 was 831 (scores range from 200-1000), with
California designating that 800 and above as high achieving schools. The
school community has continued its quest for educational improvement and
excellence, achieving an API in 2003 of 919. The results of these varied
instruments have provided guidance and validation to the improvement
over time of our academic excellence. It should be noted that while
achieving an overall growth of over 10% in the past five years,
Matsumoto has also more than doubled its student population growing an
average of 20+% per year.

Consistently, students have demonstrated higher achievement scores for
mathematics than for language arts. Through careful analysis, it has
been determined that the major cause for this is the large number of
students (27%) that have demonstrated limited English proficiency in our
English Language Development Program. These students, though usually
proficient in verbal communication, develop their reading and writing
skills at a slower pace. This results in curricular challenges in
language arts, and in language based activities in mathematics.

In language arts, content clusters have indicated that our students
excel at textual and recreational reading but is in the average range in
critical analysis and inference skills. This resulted in professional
development in classroom strategies including graphic organizers,
cooperative groupings, discussion groups, differentiated instruction and
SDAIE (Specifically Designed Academic Instruction in English)
strategies.

In mathematics, content clusters have indicated that our students excel
in most areas of computation. Students are also strong in algebraic
strands. Scores dip fractionally in problem solving where English
becomes a factor. Therefore, in addition to those strategies employed in
language arts, we have also emphasized math manipulatives.

We have also looked extensively at our ethnic sub-groups. Historically,
White and Asian have been the only significant statistical ethnic
subgroups and both do exceptionally well. Though the Hispanic and lower
socio-economically sub-groups are not numerically significant to provide
group data, we have examined individual scores. An achievement gap in
5^th^ and 6^th^ grade Hispanic males and across grade levels for lower
socio-economic students was discovered. As a result, teachers have made
a commitment to supplement teaching strategies in after hours tutoring
time and through a San Jose city funded Homework Center to assist these
students. They have been prioritized for intensive after school and
summer school intervention classes. Teachers have made a commitment to
become individual mentors to at-risk students, providing them with
positive role models, a personal interest in their private lives and
maintaining constant contact with parents establishing a unique
partnership with the home. Subgroup analysis has also indicated that our
male/female populations achieve at an equitable level and our Gifted and
Talented population achieves in the top 5% of the school population.

Our English language acquisition subgroup is one of statistical
significance and is addressed at all levels of the school. Research
supports that these students require extra learning time and strategies.
Consequently, teachers have been trained and actively use SDAIE teaching
strategies in the acquisition of English. Differentiated instruction is
a cornerstone used to assist in the acquisition of core content.

As a result, our scores reflect that we, as an educational community,
have felt we have done well. However, we have never felt that we have
reached our pinnacle, so we continue the quest for furthering the
development of excellence in education for all students.

**2.** **Show in one-half page (approximately 200 words) how the school
uses assessment data to understand and improve student and school
performance.**

Assessment data is used both in the classroom for individual student
assessment and schoolwide to drive the school improvement process. In
the classroom, Matsumoto teachers use assessment (normed tests,
performance based tests, and curriculum rubrics) to establish flexible
groupings, differentiated instruction, measure mastery and communicate
with parents. Our standards based report card, in reading and math,
outlines progress toward district grade level standards. Differentiated
instruction is a key to meeting the varying needs of our student
population and relies on assessment for placement and to evaluate
mastery. For example: A fourth grade class is working on three place
multiplication. Four students have yet to memorize their multiplication
facts; therefore, they use multiplication tables to assist in their
problem solving allowing them to keep up with the concepts delivered in
the class while remediating number fact recall. Pre-testing in math, as
well as analysis of SAT 9/CAT 6 sub tests and Noyce math performance
assessments, assist teachers in tailoring math curriculum to individual
student needs. Differentiated instruction allows all students to
progress toward state, district, and school standards. Extensive
assessment in the area of reading is inherent with the techniques
developed by CRLP (California Reading and Literacy Project) which is
utilized throughout the school. Reading, phonics and phonemic awareness
levels, writing development stages, and oral language developmental
levels are all assessed and utilized to tailor the language arts program
to individual students. Grade level teams, under the direction of grade
level facilitators and support providers, reach consensus regarding type
and scope of assessments in all curricular areas. In all grades, guided
reading is integral to the reading program. Join a first grade class as
a flexible guided reading group is reading with fluency at a third grade
level book while another group is working on consonant vowel consonant
words. Developmental rubrics with aligned benchmark assessments and
teacher observation create a roadmap for classroom programs, student
self analysis and home support. Rubrics (based on state standards) are
an integral part of the language arts and math curriculum, leading
teachers into the establishment of flexible groups targeting specific
learning skills. Schoolwide analysis for individual classrooms,
subgroups, and grade levels is utilized in the development of our School
Site Council's Single School Plan, our schoolwide goals and grade level
goals.

3.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Students know their progress towards standards. Students regularly rate
themselves on rubrics for work study skills, writing, reading, and math.
"*I like grading myself then seeing how close I am to her score. This
last time I matched hers*," bragged one third grade student. With
rubrics and anchor papers to model exemplary performance, students are
able to visualize their progress which in turn communicates progress
toward standards to parents and teachers, Individual student conferences
prior to report cards allows students to dialog with teachers regarding
progress toward standards (identifying strengths and weaknesses) and
rate themselves on their own social, emotional, and physical
development. Independence, self-discipline, and a strong self-concept
are fostered and encouraged at Matsumoto. From their very first day at
school, students are taught to self-monitor and evaluate their own
learning as they progress through our grades and curriculum. This
assessment philosophy is described and discussed with parents during our
Curriculum Night, a parent forum to introduce parents to expectations
and goals for the school year, parent conferences, and through regular
parent/teacher interactions throughout the year.

Student progress toward state adopted performance standards is regularly
reported to parents through progress reports, standards based report
cards, weekly grade print out for some grade levels, conferences, notes,
e-mails, and phone calls. Fall parent teacher conferencing is based on
rubric analysis of student work. Portfolio data (SAT , CAT, STAR,
writing proficiencies, math prompts, and final report cards) and
information on how to read the data are sent via mail to all parents.
Support for identified at-risk students is provided through tutoring,
after school intervention programs, the Homework Center and cross-aged
tutors. District and school information is available in Spanish and
Vietnamese and is translated into other languages upon request.
Translators are also available for parent-teacher conferences as needed.
We have focused our English Language Acquisition parent group on parent
education to help parents assist their students with progress toward
standards, understanding our report card, and homework hints. The
community is appraised of student progress through our web-site, the
School Accountability Report Card, the School Plan, our local Evergreen
Times and the city's newspaper, the San Jose Mercury News.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

    Tom Matsumoto School takes pride in its achievements and practices
    and willingly shares with others within the school district, with
    local area schools, our community and beyond. Our intent is to
    continue many of the practices that have linked us to other schools
    in the district, county and state. Regularly scheduled visitation
    sessions for community members provide an opportunity to observe
    classrooms in operation and avail the community an unusual
    opportunity to see 'school in action'. Each grade level team leader
    is a master teacher, guiding new teachers and assisting in
    maintaining a cohesive teaching cadre. Numerous principals within
    our district send struggling teachers to us to observe positive
    effective teaching practices. Our teachers participate in varied
    staff development activities as participants, sharing our techniques
    and practices with others. They also act as staff development
    presentors for the site, district, county and state levels, thereby
    sharing our educational vision to others in the field of education.
    Weekly staff development opportunities through regularly scheduled
    Thursday minimum days provide an unprecedented access to others
    within the district across schools and across grade levels.
    Curriculum Nights and Open Houses continue to provide venues to see
    culminating activities for the entire community. Local universities
    place many student teachers at our site, and through these students
    our vision spreads into the university arena. Local businesses are
    solicited to support and advertise various performing arts
    productions. Visit our school web site and see a snapshot of the
    school with links to individual classrooms. Additionally, our Blue
    Ribbon application will be on the U.S. Department of Education web
    site for dissemination to other schools, opening our doors to a vast
    assortment of schools. These have and will provide extensive
    outreach to the world.

    **PART V -- CURRICULUM AND INSTRUCTION**

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1.  **Describe in one page the school's curriculum.**

All Matsumoto students have access to a rigorous balanced core
curriculum delineated through the district developed Standards of
Achievement which are based on the state frameworks and standards in the
areas of English Language Arts, Math, Science, and History/Social
Studies. This is supported by standards based state adopted texts.
Additionally, curriculum in Visual and Performing Arts, Health, Physical
Education, decision making and character education is provided. The
Standards of Achievement outline specific goals for all curriculum areas
per grade level and provide an examples for clarity. In September, grade
levels formulate a year matrix designed to ensure that all critical
curriculum components are addressed and assist in pacing throughout the
year. Weekly grade level planning, under the direction of a grade level
facilitator utilizes the various Standards of Achievement and current
research on best practices in education such as differentiated and
assessment driven instruction to organize and develop weekly lessons
ensuring continuity within the grade level, alignment with the state
standards and access to the core curriculum for all students.

For example, one third grade language arts standard states that students
recognize the similarities of sounds in words (onomatoeia, alliteration)
and rhythmical patterns in a selection. Students read the story **[Storm
in the Night]{.underline}**, review horns honking, tires swishing, and
sirens wailing and are asked to draw a conclusion regarding where the
story takes place. A fourth grade standard asks students to write clear
and coherent sentences and paragraphs to communicate ideas or
information using the strategies of the writing process. Consequently,
fourth graders work through the components of reports on the missions of
California, outlining content, writing drafts of their multi-paragraph
report, editing their work, and finally completing a finished computer
published work. A sixth grade standard asks students to infer the
meaning of common unknown words by using root words, prefixes and
suffixes which leads to extensive discussions on word manipulation of
how Latin, Greek, and the French languages influence words in their
current literature selection, **[Tuck Everlasting]{.underline}**. In
mathematics, students are systematically exposed to the seven strands of
mathematics through the technique of differentiated instruction
requiring small, flexible groupings of students. Social studies is based
on grade level themes, (home, community, city, region, state, the United
States and finally ancient Egypt, Greece and Rome). Inquiry based
research is practiced in science classes, utilizing strategies where
students build on previous knowledge while researching information to
satisfy their own curiosities. Student learning is consistently
facilitated by the teacher, maintaining a student centered focus while
providing assistance to those in need. All curriculum areas have
district developed Standards of Achievement with similar specific,
concise, and progressive goals for each grade level aligned to state
standards.

Concurrently, grade level teams design thematic units of study during
regular planning sessions. Integral to these units are real life
learning experiences and service learning opportunities. Examples
include first grade study of holidays around the world, third grade
study of peace, fourth grade study of the gold rush and fifth grade
study of fantasy. In the gold rush unit, language arts and art
assignments involve creating newspaper articles specific to the era.
Math is used to calculate money earned from gold rush tailings, weights
and balances. Science addresses the impact of hydraulic mining in the
Sierra Nevada and students actually pan for gold. Social studies looks
into the influence of Chinese immigrants in California and their social
impact on generations to come as well as try their hand at some basics
of the Chinese language. The curriculum is further enhanced with
'extended family instructors' which provide links to our community. The
*Theater of All Possibilities* brought their production of **[California
or Bust]{.underline}** to culminate the unit. All activities are aligned
with the goals outlined in the curricular Standards of Achievement.

Opportunities for whole group direct instruction, targeted small group
instruction, and independent practice are seen daily as students and
staff work together to promote our community of learners. Within the
classroom, a wide range of student abilities is accommodated through the
use of assessment driven instruction, differentiation, direct teaching,
inquiry and cooperative grouping. Enrichment activities are offered in
all curricular areas through differentiated instruction for students
seeking additional challenges such as library research projects or
multimedia presentations. Classroom projects extend learning through
Bloom's Taxonomy.

**2. (Elementary Schools)** **Describe in one-half page the school's
reading curriculum, including a**

**description of why the school chose this particular approach to
reading.**

Matsumoto's reading curriculum is based on considerable current research
by Hallie Yopp, Marilyn Adams, Carol Ann Tomlinson, Grant Wiggins and,
most recently, Marzano's work. We have also utilized intensive training
(CRLP) at the state level, and discussions with all stakeholders in the
school community. This has resulted in a multifaceted reading program,
aimed at our diverse population both in need and ability. Based on the
research, the school uses the state adopted Houghton Mifflin reading
series for grades K through 6. This program supports four distinct
instructional models used in all classrooms. 1) Large group instruction,
shared reading, utilizes the talents of the teacher to stretch the
students knowledge, vocabulary ability and comprehension skills.
Teachers model excellent reading in this technique and base their
discussions on the higher levels of Bloom's Taxonomy. Shared reading is
an excellent venue of introduction to the multitude of reading genre
available. 2) Small group instruction (guided reading) is used for
homogenous (3-4) groups of students. These groups read from their
assessed instructional level targeting very specific building block
needs for students. The lessons are structured starting with picture
walks, speculating on the events of the story, vocabulary development,
reading of the story several times individually and with a buddy and
culminating with comprehension discussions (recall, cause and effect,
evaluation, literary meaning and analysis) and a mini-language lesson
that was highlighted in the story (eg: forming plurals with works ending
in --y). 3) Literature circles allow students to discuss longer
literature selections with fellow students under the direction and
guidance of the classroom teacher. 4) Independent reading allows
students to read at their reading level through our school hub, the
library. Utilizing computer assisted assessment (Renaissance Learning's
STAR / Accelerated Reader program), students are assessed and assigned a
'reading range' for their individual ability. Our library is organized
in such a way that students can locate (electronically) those books in
their particular reading range and in their interest area. Upon
completion of the reading assignment, a computer assisted evaluation is
made determining the success of the reading. Scores are kept and
students work toward a personalized goal. Accelerated Reader awards are
given at the end of the year to students reaching their individual
goals. Together, these four techniques complete our reading curriculum
palette and serve as the cornerstone to the reading program. They have
proven to be exceptionally successful for all levels of student ability.

**3.** **Describe in one-half page one other curriculum area of the
school's choice and show how it**

**relates to essential skills and knowledge based on the school's
mission.**

The selection of Scott Foresman's math text is based on powerful and
frequent diagnostic assessment, alignment with state standards, varied
instructional methodology including on-line intervention capability.
Math instruction at all grade levels centers on the seven strands of
mathematics (number sense, measurement, geometry, estimation, problem
solving, patterns & functions, algebra, statistics & probability ).
These strands are addressed beginning at kindergarten and spiral through
all grades. They are delineated through our own *Evergreen School
District's Standards of Achievement*, based on state standards, and are
systematically addressed by teachers first in yearly planning sessions,
then weekly grade level cohort lesson planning and finally lessons are
delivered in all classrooms. Emphasis is placed not only on the solving
of algorithms but in their application to real world problems through
deductive and inductive reasoning. This approach, coupled with extensive
use of differentiated instruction, allows all students to receive a
complete continuum of instruction, at their own ability level, with an
intensity that allows them to succeed to their potential by providing a
rigorous, challenging and aggressive curriculum while empowering
students to be life-long learners.

For example: A first grade standard of using number sense to solve
problems leads to discussion and use of +, -, and = as well as
establishing an unknown as a missing variable. A third grade strategy of
solving problems and justifying student reasoning uses a variety of
strategies, skills and concepts as addressed through our weekly math
journals. Students not only find more than one way to solve a problem,
but are also required to justify what and how they discovered their
answer. A sixth grade standard asking students to write verbal
expressions and sentences as algebraic expressions, evaluate these
expressions, solve simple linear equations, and graph/interpret the
results leads to collaboration and then finished products using one
unknown in a linear equation and plotting on the x / y axis the
solutions, formulating a solid line to show proper resolution of the
problem.

The study of mathematics at Matsumoto provides a rigorous, challenging
and aggressive standards based curriculum empowering students to achieve
as life long learners while reinforcing a strong self concept supported
through a strong home/school connection.

**4.** **Describe in one-half page the different instructional methods
the school uses to improve**

**student learning.**

As a school community, we strive to have students extend their scope of
learning beyond recall of fact and delve into the world of thinking,
understanding cause and effect, analyzing situations, evaluating events
and drawing conclusions based on multiple inputs. It is critical to our
mission to have students *think* and develop plans of action based on a
thoughtful study of all data. The questions why?, how come?, what would
cause this?, are commonplace. Teachers frequently use the inquiry method
to develop students' thinking. For example: In a first grade guided
reading group students would speculate as to the story content after
just a picture walk. In fourth grade, students would not only learn how
the Chinese played a tremendous part in the building of the state and
the railroads that opened the state to the east, they would also discuss
and analyze the type of life the Chinese led at the time and draw
parallels through cause and effect to the current influx of immigrants
to the state. Peer sharing and cooperative grouping is an instructional
method that develops thinking and engages the learner. In sixth grade
math, students would compute an algorithm for a story problem in
cooperative groups and then share out to the class the different ways
they went about solving the problem and why they chose that avenue to
explore.

These types of learning experiences are seen in a variety of
instructional settings. *Individual* *instruction* is usually tutorial
in nature. *Small groups* target specific skill building. *Large group*
settings are used for direct instruction and modeling. (see part V #2,
p.13) *Cooperative groups* allow each student to participant with a
specific role within the group to assist in the completion of a specific
task or project. *Role playing* during such times as *Reader's Theater*
bringing the joy of performing arts into the classroom used to better
understand human relationships and why things happen as they do. Also
incorporated are *SDAIE* strategies specifically targeting our English
learners. Independent learning opportunities frequently utilize
technology for skills and to connect to the larger world. Through all
strategies, differentiated instruction (tailoring instruction to
individual needs) is woven throughout.

Additionally, strategies are at work outside the regular classroom. Many
students participate in tutorial programs after hours by their teachers.
An intervention program, after school hours, is in place to
strategically address academic needs in the areas of reading and math.
The Great Books program is also in place to extend learning
opportunities for those students who excel in their regular studies.
Overall, we look to match the instructional strategy to the needs of the
student, concentrating on multiple modalities of instruction to address
individual learning styles.

**5.** **Describe in one-half page the school's professional development
program and its impact on**

**improving student achievement**.

Professional development is ongoing and integral to Matsumoto's success.
There is a pervasive belief that if students are to achieve their
maximum, they must be taught by highly skilled, contemporary
professionals modeling life-long learning. A comprehensive staff
development plan is based on the district's long range plan, reflected
in the teacher evaluation process and enhanced by site opportunities.
All beginning teachers attend 'boot camp', a week long opportunity to
understand the expectations and culture of the district and to connect
with their two year support provider. This is followed by a two year
induction program where the support providers use the BTSA model.
District and site minimum days, site staff meetings, grade level
trainings and individual staff development opportunities all contribute
to the overall staff development program for new and experienced
teachers. The current language arts program is an example of this
multilayered staff development, a five year process. Year one was used
to research current educational trends and realign standards with the
state standards and frameworks. Teacher, administrator, and parent teams
worked through this process. Year two brought extensive staff
development incorporating full release days, district inservices and
bi-monthly site inservice minimum days allowing teachers to internalize
the standards and become familiar with shared reading and guided
reading. Year three, state adopted materials were purchased, staff
development was continued in all venues to address assessment for guided
reading. Additionally, teachers on special assignment were available to
teach model lessons in classrooms demonstrating how to adjust to the
varied needs of learners. These teachers were then available to observe
and guide each teacher's development as needed. Reading and writing
rubrics were developed and teachers were trained on their
implementation. Primary teachers were trained in CRLP techniques. Year
four expanded training into the use of Accelerated Reader (AR) an
independent reading tool utilizing technology. Year five brought
complete implementation and the establishment of individual work groups
where small cadres of teachers could pursue professional development of
particular interest. This style of plan has been implemented in all core
curriculum areas. Most of our teachers have also participated in the
district TAG (Technology Advancement Group) training. This training has
allowed the development of a high level of expertise in the use of
technology as an instructional tool. Students publish their written work
and many have expanded their learning and project development with
reports utilizing computer presentations. Teachers job share on minimum
day planning sessions with their grade level cohorts and have available
multiple after school opportunities for staff development thorough our
mentor program. Many of our teachers continue to develop professionally
through our local colleges and universities. The success of this
multi-layered approach to staff development is seen in a steadily
increasing API while our student population rapidly increases and new
teachers become a part of Matsumoto.

# 

# 

# Data Information for CST (California Standards Test, a criterion reference test):

# California's reporting of performance standards is addressed in five levels ranging from Far Below Basic to Below Basic, Basic, Proficient, then Advanced. 

# Performance standards are based on scaled scores. Scaled scores take into account differences in the difficulty of test forms and are used for reporting changes over time. A scaled score of 350 (Proficient) in 2002 is comparable to a scaled score of 350 in 2003, even though the number of correct responses needed to get a scaled score of 350 may be different.

# 

# n/a = Indicates subgroup is not of sufficient size to provide valid data/scores. 

# [CRITERION REFERENCED TESTS]{.underline}

# YEAR \_\_\_\_2002-2003\_\_\_ Language Arts & Mathematics

Grade\_\_\_**2**\_\_\_\_ Test\_\_\_**CST (California Standards
Test)**\_\_

Edition/publication year\_\_\_\_2003\_\_\_\_ Publisher \_\_\_ETS
(Educational Testing Services) \_

Number of students in the grade in which the test was administered
\_\_\_154\_\_\_\_

Number of students who took the test \_\_\_154\_\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2001-2002\_\_\_\_ Language Arts & Mathematics

Grade\_\_\_\_**2**\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2002\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_114\_\_\_

Number of students who took the test \_\_\_114\_\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2000-2001\_\_\_\_ Language Arts 

Grade\_\_\_**2**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2001\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_93\_\_\_

Number of students who took the test \_\_\_\_93\_\_\_

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

Number excluded \_\_\_0\_\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_1999-2000\_\_\_\_ Language Arts 

Grade\_\_\_**2**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_80\_\_\_

Number of students who took the test \_\_\_\_80\_\_\_

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

Number excluded \_\_\_0\_\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_\_1998-1999\_\_\_ Language Arts 

Grade\_\_\_**2**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_1999\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_60\_\_\_\_

Number of students who took the test \_\_\_60\_\_\_\_

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

No proficiency levels were available, the state provided percent correct
only.

# YEAR \_\_\_\_2002-2003\_\_\_ Language Arts & Mathematics

Grade\_\_\_**3**\_\_\_\_ Test\_\_\_**CST (California Standards
Test)**\_\_

Edition/publication year\_\_\_\_2003\_\_\_\_ Publisher \_\_\_ETS
(Educational Testing Services) \_

Number of students in the grade in which the test was administered
\_\_\_\_129\_\_\_

Number of students who took the test \_\_\_\_129\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2001-2002\_\_\_\_ Language Arts & Mathematics

Grade\_\_\_\_**3**\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2002\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_115\_\_\_\_

Number of students who took the test \_\_\_115\_\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2000-2001\_\_\_\_ Language Arts 

Grade\_\_\_**3**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2001\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_92\_\_\_

Number of students who took the test \_\_\_\_92\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_1999-2000\_\_\_\_ Language Arts 

Grade\_\_\_**3**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_72\_\_\_

Number of students who took the test \_\_\_\_72\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_\_1998-1999\_\_\_ Language Arts 

Grade\_\_\_**3**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_1999\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_62\_\_\_\_

Number of students who took the test \_\_\_62\_\_\_\_

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

No proficiency levels were available, the state provided percent correct
only.

# YEAR \_\_\_\_2002-2003\_\_\_ Language Arts & Mathematics

Grade\_\_\_**4**\_\_\_\_ Test\_\_\_**CST (California Standards
Test)**\_\_

Edition/publication year\_\_\_\_2003\_\_\_\_ Publisher \_\_\_ETS
(Educational Testing Services) \_

Number of students in the grade in which the test was administered
\_\_\_\_133\_\_\_

Number of students who took the test \_\_\_\_133\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2001-2002\_\_\_\_ Language Arts & Mathematics

Grade\_\_\_\_**4**\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2002\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_106\_\_\_\_

Number of students who took the test \_\_\_106\_\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2000-2001\_\_\_\_ Language Arts 

Grade\_\_\_**4**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2001\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_84\_\_\_

Number of students who took the test \_\_\_\_82\_\_\_

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

Number excluded \_\_\_\_2\_\_\_\_ Parent excluded \_\_\_2\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_1999-2000\_\_\_\_ Language Arts 

Grade\_\_\_**4**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_74\_\_\_

Number of students who took the test \_\_\_\_74\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_\_1998-1999\_\_\_ Language Arts 

Grade\_\_\_**4**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_1999\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_58\_\_\_\_

Number of students who took the test \_\_\_58\_\_\_\_

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

No proficiency levels were available, the state provided percent correct
only.

# YEAR \_\_\_\_2002-2003\_\_\_ Language Arts & Mathematics

Grade\_\_\_**5**\_\_\_\_ Test\_\_\_**CST (California Standards
Test)**\_\_

Edition/publication year\_\_\_\_2003\_\_\_\_ Publisher \_\_\_ETS
(Educational Testing Services) \_

Number of students in the grade in which the test was administered
\_\_\_\_119\_\_\_

Number of students who took the test \_\_\_\_119\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2001-2002\_\_\_\_ Language Arts & Mathematics

Grade\_\_\_\_**5**\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2002\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_93\_\_\_\_

Number of students who took the test \_\_\_93\_\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2000-2001\_\_\_\_ Language Arts 

Grade\_\_\_**5**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2001\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_89\_\_\_

Number of students who took the test \_\_\_\_89\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_1999-2000\_\_\_\_ Language Arts 

Grade\_\_\_**5**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_70\_\_\_

Number of students who took the test \_\_\_\_70\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_\_1998-1999\_\_\_ Language Arts 

Grade\_\_\_**5**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_1999\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_63\_\_\_\_

Number of students who took the test \_\_\_63\_\_\_\_

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

No proficiency levels were available, the state provided percent correct
only.

# YEAR \_\_\_\_2002-2003\_\_\_ Language Arts & Mathematics

Grade\_\_\_**6**\_\_\_\_ Test\_\_\_**CST (California Standards
Test)**\_\_

Edition/publication year\_\_\_\_2003\_\_\_\_ Publisher \_\_\_ETS
(Educational Testing Services) \_

Number of students in the grade in which the test was administered
\_\_\_\_103\_\_\_

Number of students who took the test \_\_\_\_103\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2001-2002\_\_\_\_ Language Arts & Mathematics

Grade\_\_\_\_**6**\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2002\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_89\_\_\_\_

Number of students who took the test \_\_\_89\_\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_2000-2001\_\_\_\_ Language Arts 

Grade\_\_\_**6**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2001\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_77\_\_\_

Number of students who took the test \_\_\_\_77\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_1999-2000\_\_\_\_ Language Arts 

Grade\_\_\_**6**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_71\_\_\_

Number of students who took the test \_\_\_\_71\_\_\_

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

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_\_0\_\_\_

Cut points: Advanced, Proficient, Basic, Below Basic, Far Below Basic

# YEAR \_\_\_\_1998-1999\_\_\_ Language Arts 

Grade\_\_\_**6**\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_**CST**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_1999\_\_\_\_ Publisher
\_\_\_\_\_\_\_ETS\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_40\_\_\_\_

Number of students who took the test \_\_\_40\_\_\_\_

Number excluded \_\_\_\_0\_\_\_\_ Parent excluded \_\_\_0\_\_\_\_

No proficiency levels were available, the state provided percent correct
only.

## CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 2 -- MATHEMATICS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      | 81%  | 64%  | 75%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97   | 93   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 91   | 88   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 70   | 61   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 154  | 114  | 93   | 80   | 60   |
+----------------------------------+------+------+------+------+------+
| *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                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      |      | n/a  | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 94   | 98   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 84   | 93   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 67   | 66   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 58   | 44   |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      | n/a  | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 96   | 94   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 92   | 94   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 73   | 69   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 113  | 77   |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      | 43%  | 38%  | 27%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 76   | 68   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 53   | 43   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 24   | 16   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-2001]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels.

## CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 3 -- MATHEMATICS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      | 85%  | 73%  | 74%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 95   | 92   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 88   | 84   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 65   | 61   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 129  | 117  | 92   | 72   | 62   |
+----------------------------------+------+------+------+------+------+
| *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                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      |      | n/a  | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 94   | 90   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 92   | 67   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 62   | 31   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 47   | 39   |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      | n/a  | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 96   | 93   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 92   | 93   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 77   | 64   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 92   | 76   |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      | 42%  | 37%  | 27%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 71   | 65   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 46   | 38   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 19   | 12   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-2001]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels.

CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 4 -- MATHEMATICS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      | 80%  | 76%  | 54%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97   | 100  |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 89   | 91   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 59   | 56   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 133  | 106  | 82   | 74   | 58   |
+----------------------------------+------+------+------+------+------+
| *Percent of total students       | 100  | 100  | 97   | 100  | 100  |
| tested*                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      |      | n/a  | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 100  | 100  |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 90   | 83   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 58   | 44   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 31   | 18   |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      | n/a  | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 99   | 100  |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 93   | 94   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 68   | 67   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 85   | 66   |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      | 39%  | 35%  | 23%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 72   | 67   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 45   | 37   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 18   | 13   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-2001]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels.
>
> CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 5 -- MATHEMATICS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      | 67%  | 58%  | 59%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 96   | 93   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 91   | 74   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 54   | 23   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 119  | 94   | 89   | 70   | 63   |
+----------------------------------+------+------+------+------+------+
| *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                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      | n/a  | n/a  | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 80   |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 70   |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 10   |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 10   |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      | n/a  | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97   | 98   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 93   | 87   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 64   | 34   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 78   | 59   |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      | 35%  | 29%  | 21%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 61   | 59   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 35   | 29   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 10   | 7    |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-2001]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels.

CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 6 -- MATHEMATICS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      | 59%  | 62%  | 60%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 95   | 95   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 77   | 80   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 36   | 45   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 103  | 89   | 77   | 71   | 40   |
+----------------------------------+------+------+------+------+------+
| *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                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      |      | n/a  | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 100  | 83   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 60   | 59   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 20   | 17   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 5    | 12   |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      | n/a  | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 100  | 98   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 89   | 91   |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 48   | 58   |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 66   | 57   |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      | 35%  | 31%  | 22%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 64   | 62   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 34   | 32   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 10   | 10   |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-2001]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels.

## CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 2 -- LANGUAGE ARTS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      |      | 68%  | 74%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 96   | 91   | 89   | 91   |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 82   | 72   | 72   | 64   |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 42   | 34   | 33   | 32   |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 154  | 114  | 93   | 80   | 60   |
+----------------------------------+------+------+------+------+------+
| *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                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      |      |      | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 91   | 98   | 94   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 70   | 66   | 64   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 29   | 27   | 16   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 58   | 44   | 31   |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      |      | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97   | 94   | 97   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 83   | 78   | 77   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 43   | 38   | 37   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 113  | 77   | 60   |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      | 43%  | 41%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 68   | 63   | 61   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 36   | 32   | 32   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 12   | 9    | 10   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-1999]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels.

CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 3 -- LANGUAGE ARTS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      |      | 75%  | 75%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 95   | 91   | 98   | 88   |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 77   | 75   | 72   | 69   |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 43   | 43   | 36   | 25   |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 129  | 115  | 92   | 72   | 62   |
+----------------------------------+------+------+------+------+------+
| *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                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      |      |      | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 91   | 90   | 95   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 70   | 67   | 48   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 36   | 31   | 32   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 47   | 39   | 19   |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      |      | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 93   | 93   | 96   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 80   | 82   | 74   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 51   | 49   | 42   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 92   | 75   | 53   |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      | 43%  | 41%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 63   | 62   | 59   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 33   | 34   | 30   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 10   | 11   | 9    |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-1999]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels.

CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 4- LANGUAGE ARTS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      |      | 73%  | 58%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 96   | 99   | 93   | 95   |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 77   | 85   | 79   | 71   |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 51   | 52   | 31   | 33   |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 133  | 105  | 82   | 74   | 58   |
+----------------------------------+------+------+------+------+------+
| *Percent of total students       | 100  | 100  | 97   | 100  | 100  |
| tested*                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      |      |      | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97   | 100  | 82   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 58   | 82   | 54   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 19   | 41   | 9    |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 38   | 17   | 11   |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      |      | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97   | 100  | 96   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 81   | 86   | 82   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 56   | 60   | 39   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 85   | 65   | 49   |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      | 47%  | 45%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 74   | 71   | 66   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 39   | 36   | 33   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 15   | 14   | 11   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-1999]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels..

CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 5 -- LANGUAGE ARTS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      |      | 69%  | 69%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97   | 94   | 96   | 93   |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 82   | 67   | 68   | 62   |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 48   | 23   | 28   | 23   |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 119  | 94   | 89   | 70   | 63   |
+----------------------------------+------+------+------+------+------+
| *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                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      | n/a  |      | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 90   |      | 84   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 60   |      | 46   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 10   |      | 0    |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 10   |      | 13   |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      |      | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 98   | 97   | 98   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 83   | 75   | 76   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 56   | 29   | 33   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 78   | 59   | 54   |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      | 47%  | 46%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 72   | 71   | 66   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 36   | 31   | 28   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 10   | 9    | 7    |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-1999]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels.

CRITERION-REFERENCED TEST

[CALIFORNIA STANDARDS TEST (CST)]{.underline}

[GRADE 6 -- LANGUAGE ARTS]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | A    | A    | A    | A    |
|                                  |      | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| ### SCHOOL SCORES                |      |      |      | 70%  | 69%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97   | 98   | 90   | 93   |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 77   | 72   | 67   | 58   |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 39   | 37   | 38   | 26   |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 103  | 87   | 77   | 71   | 40   |
+----------------------------------+------+------+------+------+------+
| *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                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_\_\_\_\_LEP          |      | n/a  | n/a  | n/a  | n/a  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 80   |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 20   |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 0    |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 5    |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_Asi            |      |      |      | n/a  | n/a  |
| an\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
|                                  |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 99   | 98   | 98   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 79   | 79   | 78   |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 47   | 45   | 38   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 66   | 56   | 48   |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      | 47%  | 48%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 71   | 66   | 67   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 36   | 30   | 31   |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 13   | 9    | 8    |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

**[1998-1999]{.underline}** On California Standards Test -- Department
of Education reported % of test correct

> without indicators of proficiency levels.

**[NORM REFERENCED TEST DATA]{.underline}**

# YEAR \_\_\_\_2002-2003\_\_\_ Reading & Mathematics

Grade\_\_\_**2**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**CAT -- 6
(NEW)**\_\_\_\_

Edition/publication year\_\_\_6^th^ - 2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_\_CTB\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_154\_\_\_

Number of students who took the test \_\_\_\_154\_\_\_

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

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

# YEAR \_\_\_2001-2002\_\_\_\_ Reading & Mathematics

Grade\_\_\_\_**2**\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt, Inc.\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_114\_\_\_\_

Number of students who took the test \_\_\_114\_\_\_\_

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

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

# YEAR \_\_\_2000-2001\_\_\_\_ Reading Arts & Mathematics

Grade\_\_\_**2**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_93\_\_\_

Number of students who took the test \_\_\_\_93\_\_\_

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

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

# YEAR \_\_\_1999-2000\_\_\_\_ Reading & Mathematics

Grade\_\_\_**2**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_80\_\_\_

Number of students who took the test \_\_\_\_80\_\_\_

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

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

# YEAR \_\_\_\_1998-1999\_\_\_ Reading & Mathematics

Grade\_\_\_**2**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_9^th^ - 1996\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_60\_\_\_\_

Number of students who took the test \_\_\_60\_\_\_\_

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

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

# YEAR \_\_\_\_2002-2003\_\_\_ Reading & Mathematics

Grade\_\_\_\_**3**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**CAT - 6
(NEW)**\_\_\_\_

Edition/publication year\_\_\_6^th^ - 2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_\_CTB\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_129\_\_\_

Number of students who took the test \_\_\_\_129\_\_\_

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

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

# YEAR \_\_\_2001-2002\_\_\_\_ Reading & Mathematics

Grade\_\_\_**3**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt, Inc.\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_115\_\_\_\_

Number of students who took the test \_\_\_115\_\_\_\_

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

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

# YEAR \_\_\_2000-2001\_\_\_\_ Reading & Mathematics

Grade\_\_\_\_**3**\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_92\_\_\_\_

Number of students who took the test \_\_\_92\_\_\_\_

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

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

# YEAR \_\_\_1999-2000\_\_\_\_ Reading & Mathematics

Grade\_\_\_\_**3**\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_72\_\_\_

Number of students who took the test \_\_\_\_72\_\_\_

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

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

# YEAR \_\_\_\_1998-1999\_\_\_ Reading & Mathematics

Grade\_\_\_\_**3**\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_9^th^ - 1996\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_63\_\_\_\_

Number of students who took the test \_\_\_62\_\_\_\_

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

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

# YEAR \_\_\_\_2002-2003\_\_\_ Reading & Mathematics

Grade\_\_\_**4**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**CAT - 6
(NEW)**\_\_\_\_

Edition/publication year\_\_\_6^th^ - 2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_\_CTB\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_133\_\_\_\_

Number of students who took the test \_\_\_133\_\_\_\_

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

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

# YEAR \_\_\_2001-2002\_\_\_\_ Reading & Mathematics

Grade\_\_\_**4**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt, Inc.\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_106\_\_\_

Number of students who took the test \_\_\_\_106\_\_\_

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

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

# YEAR \_\_\_2000-2001\_\_\_\_ Reading & Mathematics

Grade\_\_\_**4**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_84\_\_\_

Number of students who took the test \_\_\_\_82\_\_\_

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

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

# YEAR \_\_\_1999-2000\_\_\_\_ Reading & Mathematics

Grade\_\_\_\_**4**\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_74\_\_\_

Number of students who took the test \_\_\_\_74\_\_\_

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

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

# YEAR \_\_\_\_1998-1999\_\_\_ Reading & Mathematics

Grade\_\_\_**4**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_9^th^ - 1996\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_58\_\_\_

Number of students who took the test \_\_\_\_58\_\_\_

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

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

# YEAR \_\_\_\_2002-2003\_\_\_ Reading & Mathematics

Grade\_\_\_**5**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**CAT - 6
(NEW)**\_\_\_\_

Edition/publication year\_\_\_6^th^ - 2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_\_CTB\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_119\_\_\_

Number of students who took the test \_\_\_\_119\_\_\_

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

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

# YEAR \_\_\_2001-2002\_\_\_\_ Reading & Mathematics

Grade\_\_\_**5**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt, Inc.\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_93\_\_\_\_

Number of students who took the test \_\_\_93\_\_\_\_

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

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

# YEAR \_\_\_2000-2001\_\_\_\_ Reading & Mathematics

Grade\_\_\_**5**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_89\_\_\_

Number of students who took the test \_\_\_\_89\_\_\_

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

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

# YEAR \_\_\_1999-2000\_\_\_\_ Reading & Mathematics

Grade\_\_\_**5**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_70\_\_\_

Number of students who took the test \_\_\_\_70\_\_\_

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

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

# YEAR \_\_\_\_1998-1999\_\_\_ Reading & Mathematics

Grade\_\_\_**5**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_9^th^ - 1996\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_63\_\_\_

Number of students who took the test \_\_\_\_63\_\_\_

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

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

# YEAR \_\_\_\_2002-2003\_\_\_ Reading & Mathematics

Grade\_\_\_\_**6**\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**CAT - 6
(NEW)**\_\_\_\_

Edition/publication year\_\_\_6^th^ - 2000\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_\_CTB\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_103\_\_\_

Number of students who took the test \_\_\_\_103\_\_\_

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

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

# YEAR \_\_\_2001-2002\_\_\_\_ Reading & Mathematics

Grade\_\_\_\_**6**\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt, Inc.\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_89\_\_\_\_

Number of students who took the test \_\_\_89\_\_\_\_

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

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

# YEAR \_\_\_2000-2001\_\_\_\_ Reading & Mathematics

Grade\_\_\_\_**6**\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_77\_\_\_

Number of students who took the test \_\_\_\_77\_\_\_

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

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

# YEAR \_\_\_1999-2000\_\_\_\_ Reading & Mathematics

Grade\_\_\_**6**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_9^th^ - 1996\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_71\_\_\_\_

Number of students who took the test \_\_\_71\_\_\_

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

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

# YEAR \_\_\_\_1998-1999\_\_\_ Reading & Mathematics

Grade\_\_\_\_**6**\_\_\_\_ Test\_\_\_\_\_\_\_\_\_\_\_\_**Stanford -
9**\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_9^th^ - 1996\_\_\_\_ Publisher
\_\_\_\_\_\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_

Number of students in the grade in which the test was administered
\_\_\_\_40\_\_\_

Number of students who took the test \_\_\_\_40\_\_\_

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

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

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 2 -- MATHEMATICS

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-1">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-2">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-3">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>92</strong></td>
<td colspan="2"><strong>90</strong></td>
<td colspan="2"><strong>90</strong></td>
<td colspan="2"><strong>88</strong></td>
<td><strong>80</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">154</td>
<td colspan="2">114</td>
<td colspan="2">93</td>
<td colspan="2">80</td>
<td>60</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">86</td>
<td colspan="2">91</td>
<td colspan="2">90</td>
<td colspan="2">n/a</td>
<td colspan="2">81</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">58</td>
<td colspan="2">43</td>
<td colspan="2">31</td>
<td colspan="2">10</td>
<td colspan="2">15</td>
</tr>
<tr class="even">
<td>2.____R -FEP___ (specify subgroup)</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">92</td>
<td colspan="2">93</td>
<td colspan="2">93</td>
<td colspan="2">89</td>
<td colspan="2">87</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">113</td>
<td colspan="2">76</td>
<td colspan="2">59</td>
<td colspan="2">43</td>
<td colspan="2">28</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">91</td>
<td colspan="2">90</td>
<td colspan="2">87</td>
<td colspan="2">89</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">16</td>
<td colspan="2">12</td>
<td colspan="2">17</td>
<td colspan="2">17</td>
<td colspan="2">10</td>
</tr>
</tbody>
</table>

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 3 -- MATHEMATICS

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6-1">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9-4">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-5">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-6">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-7">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>92</strong></td>
<td colspan="2"><strong>94</strong></td>
<td colspan="2"><strong>92</strong></td>
<td colspan="2"><strong>86</strong></td>
<td><strong>87</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">129</td>
<td colspan="2">115</td>
<td colspan="2">92</td>
<td colspan="2">72</td>
<td>62</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>98</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">91</td>
<td colspan="2">91</td>
<td colspan="2">89</td>
<td colspan="2">n/a</td>
<td colspan="2">80</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">47</td>
<td colspan="2">39</td>
<td colspan="2">19</td>
<td colspan="2">10</td>
<td colspan="2">13</td>
</tr>
<tr class="even">
<td>2.____R -FEP___ (specify subgroup)</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">0</td>
<td colspan="2">6</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">10</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">94</td>
<td colspan="2">95</td>
<td colspan="2">94</td>
<td colspan="2">92</td>
<td colspan="2">92</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">94</td>
<td colspan="2">76</td>
<td colspan="2">52</td>
<td colspan="2">37</td>
<td colspan="2">34</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">84</td>
<td colspan="2">59</td>
<td colspan="2">88</td>
<td colspan="2">77</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">12</td>
<td colspan="2">18</td>
<td colspan="2">18</td>
<td colspan="2">14</td>
<td colspan="2">10</td>
</tr>
</tbody>
</table>

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 4 -- MATHEMATICS

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6-2">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9-8">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-9">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-10">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-11">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>90</strong></td>
<td colspan="2"><strong>90</strong></td>
<td colspan="2"><strong>85</strong></td>
<td colspan="2"><strong>87</strong></td>
<td><strong>58</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">133</td>
<td colspan="2">106</td>
<td colspan="2">82</td>
<td colspan="2">74</td>
<td>58</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">97</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">2</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">3</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">78</td>
<td colspan="2">87</td>
<td colspan="2">81</td>
<td colspan="2">n/a</td>
<td colspan="2">33</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">13</td>
<td colspan="2">17</td>
<td colspan="2">11</td>
<td colspan="2">8</td>
<td colspan="2">14</td>
</tr>
<tr class="even">
<td>2.___R - FEP___ (specify subgroup)</td>
<td colspan="2">94</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">94</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">13</td>
<td colspan="2">10</td>
<td colspan="2">10</td>
<td colspan="2">12</td>
<td colspan="2">8</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">93</td>
<td colspan="2">91</td>
<td colspan="2">88</td>
<td colspan="2">93</td>
<td colspan="2">70</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">85</td>
<td colspan="2">65</td>
<td colspan="2">49</td>
<td colspan="2">40</td>
<td colspan="2">29</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">78</td>
<td colspan="2">86</td>
<td colspan="2">79</td>
<td colspan="2">87</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">23</td>
<td colspan="2">17</td>
<td colspan="2">13</td>
<td colspan="2">12</td>
<td colspan="2">7</td>
</tr>
</tbody>
</table>

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 5 -- MATHEMATICS

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6-3">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9-12">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-13">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-14">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-15">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>90</strong></td>
<td colspan="2"><strong>86</strong></td>
<td colspan="2"><strong>87</strong></td>
<td colspan="2"><strong>80</strong></td>
<td><strong>79</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">119</td>
<td colspan="2">93</td>
<td colspan="2">89</td>
<td colspan="2">70</td>
<td>63</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">78</td>
<td colspan="2">n/a</td>
<td colspan="2">80</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">15</td>
<td colspan="2">10</td>
<td colspan="2">13</td>
<td colspan="2">7</td>
<td colspan="2">8</td>
</tr>
<tr class="even">
<td>2.____R - FEP__ (specify subgroup)</td>
<td colspan="2">95</td>
<td colspan="2">92</td>
<td colspan="2">88</td>
<td colspan="2">85</td>
<td colspan="2">96</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">15</td>
<td colspan="2">19</td>
<td colspan="2">19</td>
<td colspan="2">7</td>
<td colspan="2">11</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">93</td>
<td colspan="2">91</td>
<td colspan="2">92</td>
<td colspan="2">86</td>
<td colspan="2">87</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">78</td>
<td colspan="2">59</td>
<td colspan="2">54</td>
<td colspan="2">41</td>
<td colspan="2">26</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">90</td>
<td colspan="2">78</td>
<td colspan="2">88</td>
<td colspan="2">n/a</td>
<td colspan="2">78</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">76</td>
<td colspan="2">15</td>
<td colspan="2">13</td>
<td colspan="2">9</td>
<td colspan="2">14</td>
</tr>
</tbody>
</table>

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 6 -- MATHEMATICS

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6-4">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9-16">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-17">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-18">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-19">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>80</strong></td>
<td colspan="2"><strong>91</strong></td>
<td colspan="2"><strong>88</strong></td>
<td colspan="2"><strong>81</strong></td>
<td><strong>87</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">103</td>
<td colspan="2">89</td>
<td colspan="2">77</td>
<td colspan="2">71</td>
<td>40</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">71</td>
<td colspan="2">81</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">18</td>
<td colspan="2">12</td>
<td colspan="2">9</td>
<td colspan="2">9</td>
<td colspan="2">9</td>
</tr>
<tr class="even">
<td>2.____R - FEP__ (specify subgroup)</td>
<td colspan="2">87</td>
<td colspan="2">93</td>
<td colspan="2">91</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">18</td>
<td colspan="2">24</td>
<td colspan="2">17</td>
<td colspan="2">8</td>
<td colspan="2">3</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">89</td>
<td colspan="2">95</td>
<td colspan="2">92</td>
<td colspan="2">86</td>
<td colspan="2">90</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">67</td>
<td colspan="2">57</td>
<td colspan="2">48</td>
<td colspan="2">31</td>
<td colspan="2">20</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">59</td>
<td colspan="2">90</td>
<td colspan="2">n/a</td>
<td colspan="2">80</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">18</td>
<td colspan="2">13</td>
<td colspan="2">7</td>
<td colspan="2">15</td>
<td colspan="2">7</td>
</tr>
</tbody>
</table>

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 2 -- READING

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6-5">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9-20">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-21">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-22">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-23">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>73</strong></td>
<td colspan="2"><strong>81</strong></td>
<td colspan="2"><strong>80</strong></td>
<td colspan="2"><strong>77</strong></td>
<td><strong>74</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">154</td>
<td colspan="2">114</td>
<td colspan="2">93</td>
<td colspan="2">80</td>
<td>60</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">62</td>
<td colspan="2">79</td>
<td colspan="2">75</td>
<td colspan="2">n/a</td>
<td colspan="2">75</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">58</td>
<td colspan="2">44</td>
<td colspan="2">31</td>
<td colspan="2">10</td>
<td colspan="2">15</td>
</tr>
<tr class="even">
<td>2.____R - FEP__ (specify subgroup)</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">73</td>
<td colspan="2">85</td>
<td colspan="2">80</td>
<td colspan="2">78</td>
<td colspan="2">80</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">113</td>
<td colspan="2">77</td>
<td colspan="2">59</td>
<td colspan="2">44</td>
<td colspan="2">28</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">84</td>
<td colspan="2">83</td>
<td colspan="2">84</td>
<td colspan="2">80</td>
<td colspan="2">71</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">16</td>
<td colspan="2">12</td>
<td colspan="2">17</td>
<td colspan="2">17</td>
<td colspan="2">11</td>
</tr>
</tbody>
</table>

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 3 -- READING

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6-6">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9-24">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-25">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-26">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-27">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>71</strong></td>
<td colspan="2"><strong>85</strong></td>
<td colspan="2"><strong>78</strong></td>
<td colspan="2"><strong>73</strong></td>
<td><strong>70</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">129</td>
<td colspan="2">115</td>
<td colspan="2">92</td>
<td colspan="2">72</td>
<td>62</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">63</td>
<td colspan="2">64</td>
<td colspan="2">67</td>
<td colspan="2">n/a</td>
<td colspan="2">49</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">47</td>
<td colspan="2">39</td>
<td colspan="2">19</td>
<td colspan="2">10</td>
<td colspan="2">13</td>
</tr>
<tr class="even">
<td>2.____R -FEP__ (specify subgroup)</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">0</td>
<td colspan="2">6</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">10</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">73</td>
<td colspan="2">77</td>
<td colspan="2">78</td>
<td colspan="2">77</td>
<td colspan="2">75</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">94</td>
<td colspan="2">76</td>
<td colspan="2">53</td>
<td colspan="2">37</td>
<td colspan="2">34</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">80</td>
<td colspan="2">82</td>
<td colspan="2">83</td>
<td colspan="2">71</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">12</td>
<td colspan="2">18</td>
<td colspan="2">18</td>
<td colspan="2">14</td>
<td colspan="2">10</td>
</tr>
</tbody>
</table>

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 4 -- READING

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6-7">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9-28">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-29">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-30">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-31">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>75</strong></td>
<td colspan="2"><strong>74</strong></td>
<td colspan="2"><strong>76</strong></td>
<td colspan="2"><strong>79</strong></td>
<td><strong>55</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">133</td>
<td colspan="2">106</td>
<td colspan="2">82</td>
<td colspan="2">74</td>
<td>58</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">97</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">2</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">3</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">67</td>
<td colspan="2">76</td>
<td colspan="2">54</td>
<td colspan="2">n/a</td>
<td colspan="2">36</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">13</td>
<td colspan="2">17</td>
<td colspan="2">11</td>
<td colspan="2">8</td>
<td colspan="2">14</td>
</tr>
<tr class="even">
<td>2.____R - FEP__ (specify subgroup)</td>
<td colspan="2">79</td>
<td colspan="2">82</td>
<td colspan="2">n/a</td>
<td colspan="2">84</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">13</td>
<td colspan="2">11</td>
<td colspan="2">10</td>
<td colspan="2">12</td>
<td colspan="2">8</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">78</td>
<td colspan="2">86</td>
<td colspan="2">78</td>
<td colspan="2">85</td>
<td colspan="2">65</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">85</td>
<td colspan="2">65</td>
<td colspan="2">49</td>
<td colspan="2">40</td>
<td colspan="2">29</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">77</td>
<td colspan="2">86</td>
<td colspan="2">69</td>
<td colspan="2">80</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">23</td>
<td colspan="2">17</td>
<td colspan="2">13</td>
<td colspan="2">14</td>
<td colspan="2">7</td>
</tr>
</tbody>
</table>

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 5 -- READING

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6-8">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9-32">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-33">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-34">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-35">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>78</strong></td>
<td colspan="2"><strong>74</strong></td>
<td colspan="2"><strong>77</strong></td>
<td colspan="2"><strong>69</strong></td>
<td><strong>74</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">119</td>
<td colspan="2">93</td>
<td colspan="2">89</td>
<td colspan="2">70</td>
<td>63</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">72</td>
<td colspan="2">n/a</td>
<td colspan="2">54</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">15</td>
<td colspan="2">10</td>
<td colspan="2">13</td>
<td colspan="2">7</td>
<td colspan="2">8</td>
</tr>
<tr class="even">
<td>2.____R - FEP__ (specify subgroup)</td>
<td colspan="2">85</td>
<td colspan="2">73</td>
<td colspan="2">82</td>
<td colspan="2">73</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">15</td>
<td colspan="2">19</td>
<td colspan="2">19</td>
<td colspan="2">14</td>
<td colspan="2">5</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">81</td>
<td colspan="2">77</td>
<td colspan="2">81</td>
<td colspan="2">75</td>
<td colspan="2">80</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">78</td>
<td colspan="2">57</td>
<td colspan="2">54</td>
<td colspan="2">41</td>
<td colspan="2">26</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">84</td>
<td colspan="2">73</td>
<td colspan="2">85</td>
<td colspan="2">n/a</td>
<td colspan="2">71</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">16</td>
<td colspan="2">15</td>
<td colspan="2">13</td>
<td colspan="2">9</td>
<td colspan="2">14</td>
</tr>
</tbody>
</table>

NORM-REFERENCED TEST

[**SAT 9** (1999-2002) / **CAT 6** (2003)]{.underline}

## GRADE 6 -- READING

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

<table style="width:100%;">
<colgroup>
<col style="width: 42%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p>02-03</p>
<h4 id="cat-6-9">CAT 6</h4></td>
<td colspan="2"><p>01-02</p>
<h4 id="sat-9-36">SAT 9</h4></td>
<td colspan="2"><p>00-01</p>
<h4 id="sat-9-37">SAT 9</h4></td>
<td colspan="2"><p>99-00</p>
<h4 id="sat-9-38">SAT 9</h4></td>
<td><p>98-99</p>
<h4 id="sat-9-39">SAT 9</h4></td>
</tr>
<tr class="even">
<td colspan="2">Testing month</td>
<td colspan="2">May</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td colspan="2">April</td>
<td>April</td>
</tr>
<tr class="odd">
<td colspan="2"><strong>SCHOOL SCORES</strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Total Score</td>
<td colspan="2"><strong>65</strong></td>
<td colspan="2"><strong>83</strong></td>
<td colspan="2"><strong>76</strong></td>
<td colspan="2"><strong>74</strong></td>
<td><strong>72</strong></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">103</td>
<td colspan="2">89</td>
<td colspan="2">77</td>
<td colspan="2">71</td>
<td>40</td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="2">Percent of students excluded</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1.____LEP____ (specify subgroup)</td>
<td colspan="2">62</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">18</td>
<td colspan="2">10</td>
<td colspan="2">9</td>
<td colspan="2">9</td>
<td colspan="2">9</td>
</tr>
<tr class="even">
<td>2.____R - FEP__ (specify subgroup)</td>
<td colspan="2">71</td>
<td colspan="2">86</td>
<td colspan="2">80</td>
<td colspan="2">n/a</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">18</td>
<td colspan="2">24</td>
<td colspan="2">17</td>
<td colspan="2">8</td>
<td colspan="2">3</td>
</tr>
<tr class="even">
<td>3.____Asian____ (specify subgroup)</td>
<td colspan="2">72</td>
<td colspan="2">86</td>
<td colspan="2">83</td>
<td colspan="2">80</td>
<td colspan="2">69</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">67</td>
<td colspan="2">56</td>
<td colspan="2">48</td>
<td colspan="2">30</td>
<td colspan="2">20</td>
</tr>
<tr class="even">
<td>4.____White____ (specify subgroup)</td>
<td colspan="2">59</td>
<td colspan="2">84</td>
<td colspan="2">n/a</td>
<td colspan="2">75</td>
<td colspan="2">n/a</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">18</td>
<td colspan="2">13</td>
<td colspan="2">7</td>
<td colspan="2">16</td>
<td colspan="2">7</td>
</tr>
</tbody>
</table>