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

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

**Cover Sheet**

Name of Principal [Mr. Jim Lee]{.underline}

Official School Name [Foothill Ranch Elementary School]{.underline}

School Mailing Address [1 Torino Drive]{.underline}

[Foothill Ranch, CA 92610-]{.underline}

Tel. [(949) 580-3423]{.underline} Fax [(949) 586-9982]{.underline}

Website URL [http://www.foothillelementary.com/]{.underline} Email
[LEEJ@svusd.k12.ca.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent -- Dr. Jerry Gross

District [Saddleback Valley Unified School District]{.underline} Tel.
[(949) 586-1234]{.underline}

[25631 Peter A. Hartman Way]{.underline} Fax [(949)
951-0994]{.underline}

[Mission Viejo, CA 92691]{.underline}

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

Name of School Board

President/Chairperson Mrs. Suzie Swartz

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

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

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

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

1\. Number of schools in the district: [27]{.underline} Elementary
schools

[0]{.underline} Middle schools

[4]{.underline} Junior high schools

[5]{.underline} High schools

[36]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5,930]{.underline}

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

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.

[8]{.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**       98        88                     **186**      **7**                             

  **1**       105       103                    **208**      **8**                             

  **2**       117       105                    **222**      **9**                             

  **3**       111       96                     **207**      **10**                            

  **4**       71        103                    **174**      **11**                            

  **5**       88        72                     **160**      **12**                            

  **6**       86        74                     160          Other                             

                                    **TOTAL                                                   1317
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [69]{.underline} % White

the students in the school: [1.7]{.underline} % Black or African
American

[10.6]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 35
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 51
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        86
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    1336
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .064
              total in row (4)                   

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

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

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

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

Specify languages: Arabic, Farsi, German, Gujarati, Chamorro, Korean,
Chinese, Tagalog, Serbian, Spanish, Vietnamese

9\. Students eligible for free/reduced-priced meals: [2.8]{.underline} %

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

10\. Students receiving special education services: [15]{.underline} %

[84]{.underline} Total Number of Students Served

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

[6]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [5]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [25]{.underline} Specific Learning
Disability

[1]{.underline} Hearing Impairment [46]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

**Number of Staff**

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

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

Classroom teachers [53]{.underline} [12]{.underline}

Special resource teachers/specialists [4]{.underline} [1]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ [4]{.underline}

> Support staff [4]{.underline} [28]{.underline}
>
> Total number [63]{.underline} [45]{.underline}

12\. Student-"classroom teacher" ratio: [22.3:1]{.underline}

13\. Show the attendance patterns of teachers and students

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

  Daily student attendance 97%         96.3%       96.7%       97%         97%

  Daily teacher attendance 94.1%       94.4%       96.1%       95.3%       94.5%

  Teacher turnover rate    6%          15%         7%          4%          6%

                                                                           

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

The teacher turnover rate in 2000-2001 is higher than the normal rate.
In reviewing this year, it appears that the turnover rate was higher due
to three contributing factors. Two partnership teaching assignments
disbanded and the members took back full-time positions. Six teachers
moved out of the area. One teacher went back to school full-time to work
on a doctorate degree. The turnover rates in the years, 2001-2002,
1999-2000, 1998-1999, and 1997-1998, are reflective of a young teaching
staff who has reached the child bearing years. Consequently, the
majority of teachers in these years left Foothill Ranch to raise
children or assume partnership teaching positions.

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

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

The picturesque campus of Foothill Ranch Elementary School rests among
the hills of the unincorporated community of Foothill Ranch in Orange
County, California. The newborn surrounding community is filled with
family homes, business centers and industrial parks. With an expansive
view of the Pacific Ocean and Catalina Island, it is no wonder this
stunning location inspires us to broaden our horizons and think big.

The school began as a community of learners in September of 1994 with
350 students and 13 teachers. On January 3, 1995, the students and staff
moved into the newly completed permanent facility. Foothill Ranch
Elementary School's majestic early California Mission architecture
serves as a visible and proud landmark for the entire community. The
Foothill Ranch campus consists of twenty-seven permanent and thirty-six
portable classrooms, as well as four portable buildings for on-site day
care. Adequate space has been provided to accommodate all of the 20 to 1
classes initiated by Governor Wilson in the primary grades. A
functioning bell tower overlooks the center of campus and the courtyard
that greets students and parents. Classroom buildings dot the campus,
connected by walkways bordered by manicured planters. Both the blacktop
play area and outside field offer the most dramatic views of the school
and most of Southern Orange County. The school also contains a library,
kitchen and multipurpose room with a stage.

Since opening its doors in 1995, the school\'s student population has
grown to approximately 1331 students. From the original thirteen
teachers, Foothill Ranch now boasts sixty-five certificated and
thirty-two classified personnel. The staff and the community worked
together to develop the following school mission statement. Foothill
Ranch Elementary School is committed to providing a nurturing and safe
environment in which children develop a lifelong love of learning.
Abundant and diverse opportunities will be provided for students to
develop intellectually, emotionally, physically, and socially. All
classrooms will encourage students to discover and use their natural
learning styles in a curriculum that is balanced, integrated, and
experiential.

With the availability of Mello-Roos community taxes, State funds, and
PTA support, Foothill Ranch Elementary is rich with technology. Each
classroom is outfitted with three computer workstations. All teachers
are assigned or have access to laptop computers for home use. The school
is internally networked with fiber optic cabling which extends to the
district and beyond via the Internet. Additionally, a centralized video
distribution system connects classroom TV monitors to a variety of video
equipment located in the library\'s media room. Two instructional labs
allow our students weekly opportunities to research and learn the latest
software applications.

The Students of Foothill Ranch reflect the ethnic diversity just
beginning to take place in South Orange County. While 69% of the
students are white, 14% are Asian, 10% Hispanic, 4% Filipino, 2% African
American, .5% American Indian. The staff and community embrace and
celebrate this diversity!

Foothill Ranch Elementary is a model of the union between the school
site and the community. As its enrollment and staff grow, so does its
tradition and reputation for excellence within the Saddleback Valley
Unified School District and throughout the County and State. Since the
inception of the Governor's award program for academic excellence,
Foothill Ranch has achieved its yearly growth target, has a ranking of
10 out of 10 among all California schools, and our score on the Academic
Performance Index (API) is currently 903(Statewide adjustment) out of a
possible 1000.

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

Description of State Testing Program

The school must show assessment results in reading (language arts or
English) and mathematics for at least the last three years using the
criteria determined by the CSSO for the state accountability system. For
formatting, if possible use the sample tables (no charts or graphs) at
the end of this application. Limit the narrative to one page and
describe the meaning of the results in such a way that someone not
intimately familiar with the tests can easily understand them. If the
state allows the use of the SAT or ACT as part of its accountability
system, at least 90 percent of the students in the appropriate classes
must take the tests. If fewer than 90 percent take the tests, do not
report the data.

In July 2000, the California Department of Education and the California
State Board of Education jointly developed a long-term plan for the
state assessment program. This plan, the Standardized Testing and
Reporting (STAR) Program has been updated each year but continues to
focus on six principles used to assure the quality of the tests. The six
principles are:

1.  State tests will focus instruction on the mastery of state content
    standards.

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1.  All state assessments will conform to rigorous technical standards.

2.  STAR standards tests will be the "core" of the state testing and
    accountability system.

3.  A nationally-normed test will provide national comparison data on
    student achievement.

4.  Other state assessments will be coordinated with STAR.

5.  State assessment results should be designed to be as useful as
    possible to school administrators, teachers, parents, and students.

The STAR program is comprised of three elements:

1.  A nationally-normed achievement test (NRT),

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1.  California Standards Tests, and

2.  A Spanish language nationally-normed test.

The California Performance standards have been aligned with the federal
No Child Left Behind Act of 2001 requirements for proficiency and
adequate yearly progress. Performance Standards have been used to report
students' scores for English/language arts tests beginning in 2001 and
performance standards have been reported for mathematics beginning in
2002.

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

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

Disaggregated student assessment results are used to improve student
learning. Curriculum teams made up of teachers and parents evaluate and
update the Single Plan for Student Achievement in the spring of each
year. In the fall of each year grade level teams evaluate both standard
(SAT9) and school based assessments to determine current curricular
focuses. Their plans for each grade level form the District's required
Annual Summary Action Plan (ASAP). The ASAP is then folded into the
Single Plan for Student Achievement and submitted to the School Board
for adoption each school year. It is a dynamic document that changes
each year based on detailed SAT 9 evaluations, parent input, and state
curricular updates and changes.

For example, it was noted by school staff that the spelling scores on
the spring 1998 SAT 9, while above national averages at every grade
level, were below our school grand average. Spelling curriculum at
Foothill Ranch Elementary School was revised and the scores showed
significant gains in 2001. Foothill Ranch Elementary School spelling
scores improved on average by 10 percentile points. Additionally, the
classroom teacher is continually assessing each student each week. To
improve student comprehension, flexible groupings with appropriately
leveled readers were employed school-wide. This practice provides the
opportunity for students to receive remediation based on observed
deficiencies. Foothill Ranch purchased the Scholastic Reading Inventory
and the Accelerated Reader Programs to encourage students to read books
outside of the classroom at an appropriate level of difficulty. Through
teamwork and high academic expectations, Foothill Ranch Elementary
School\'s 2001 SAT 9 scores were among the top ten countywide.
Additionally, Foothill Ranch Elementary attained an Academic Performance
Index score of 910 making it the top ranking school in the Saddleback
Valley Unified School District.

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

Because parent communication is crucial to successful student growth,
Foothill Ranch Elementary School teachers meet with parents regularly to
discuss individual student improvement in relation to the State
standards and norm-referenced testing. These results, as well as other
school successes, are shared with parents, students, and the community
through the annual School Accountability Report Card, SAT 9 testing
reports, principal newsletters, school and district websites, student
progress reports, parent conferences, and principal presentations to
parents at Back to School Night. Trimester progress reports provide yet
another link between SVUSD School District Objectives, informal
assessments, the curriculum, and standardized achievement tests. These
progress reports provide detailed, meaningful information to parents,
not only about a child\'s achievements, but also about expectations for
future progress. If the teacher notes a concern, parents are invited to
attend an informal meeting with the school administration and student
intervention team (SIT) to brainstorm ways in which the parent, and/or
school community can help. If immediate improvement is not forthcoming,
a student study team is assembled. The school psychologist, speech and
language specialist, the resource teacher, the classroom teacher, and
the principal convene with the parent to get permission to do a complete
assessment battery. If the student qualifies, he or she may be admitted
to the Special Education Program where and individual education plan
will be completed.

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

High test scores combined with heightened parental involvement have
earned Foothill Ranch an excellent reputation within the educational
community. Recently, Foothill Ranch has been identified as a
Professional Development Site (PDS) for the California State University,
Fullerton (CSUF). A PDS is a specially selected visitation site that,
among many other benefits, provides teacher candidates an opportunity to
observe first-hand how a model classroom might look for a fully-included
special education student. Having this program onsite allows teacher
candidates an opportunity to complete teacher education course work
right here on our campus. Additionally, Foothill Ranch master teachers
provide the CSUF student teachers with working examples of rich academic
successes in all curricular areas. Furthermore, the Foothill Ranch staff
members are frequently asked to be guest lecturers for the CSUF night
classes that are held in the Foothill Ranch library. The Foothill Ranch
staff also shares techniques with other teachers who work at other
schools within the Saddleback Valley Unified School District. Foothill
Ranch teachers are frequently asked to be presenters at school district
staff development in-services and summer workshops. It is common for a
Foothill Ranch teacher to be instructing colleagues in how to
successfully implement a quality reading and language arts program.
School successes are also showcased on the District and Foothill Ranch
websites.

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

1.  Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.

The Foothill Ranch Elementary staff, dedicated to making every child a
successful learner, has designed the curriculum to include a balance
between skill, knowledge, concept development and application in each
curricular area. In language arts the staff developed a rigorous program
based on district curriculum standards, State Frameworks, *Every Child a
Reader*, and school grade level expectations to address performance
standards. The materials adopted include: Zoo Phonics, Project Read,
Zaner Blouser *Spell It Write*, McCracken *Spelling Through Phonics,*
and daily grammar and language concepts taught within the context of
literature. All of the above, together with a literature based reading
and a daily writing program, reflect the commitment to making every
child a successful learner. In mathematics, math manipulatives, *Math
Their Way*, *Sunshine Math,* and *Mountain Math* were all employed to
supplement a very sequential Scott Foresman basic math text. Writing
across the curriculum is common practice with math journals, art
critiques, musical lyrics, science logs, and social science expository
essays. Authentic assessment, basic math fact timed tests, as well as
standards-based unit testing are common practice throughout the grade
levels.

Two teachers and a parent are school representatives to curriculum and
adoption committees. All teachers, parents, and community members have
opportunities to review and give input to the adoption process. Each
grade level works with the latest research, State and District
standards, State Frameworks, curriculum guides and the Single Plan for
Student Achievement to organize the curriculum and pacing for the core
curriculum at each grade level. Grade levels articulate with each other
to assure all areas are covered and there is a smooth transition between
grade levels. Whole and small flexible groupings are instructional
methodologies employed to maximize student achievement. Class size
reduction to 20:1for kindergarten through third grade, has allowed the
staff to appreciate the effectiveness of small group instruction in a
setting that can provide extended periods of learning for students in a
less stressful environment. Upper grade teachers are finding that small
skills groups and literature circles designed for differentiated
instruction better meet needs of their students and provide more
individualized attention that is needed to meet the State and District
Standards. Additionally, the purchase of leveled readers has
dramatically improved the way we do business.

Foothill Ranch has worked together with the community to bring art and
music programs to enrich the curriculum. The PTA provides Art Masters
for all students to learn about artists and how to use the artist's
methods to create their own masterpieces. Music specialists paid for by
the District and School Improvement Program provide students valuable
lessons in choral and instrumental music. Teachers involve their
students in performances where they develop their unique musical and
dramatic talents. After school enrichment classes afford students the
opportunity to explore another language, chess, hands-on science, drama,
advanced math, and a plethora of language arts offerings.

Our curriculum also provides each student access to learn a wide variety
of computer skills and software applications. Students are encouraged
and rewarded for reading within the realm of the Accelerated Reader
Program, a comprehension-based leisure reading incentive program.
Research skills are enhanced by access to the Internet and by the
library browser. The librarian has set up special author and
storytelling days. She hosts two Book Fairs with all proceeds dedicated
to purchasing additional library books. Students are provided
opportunities to become conversant with how to navigate the world with
properly structured searches. Power Point presentations are now required
for all students in fourth through sixth grade as a method of showing
mastery of the standards in Social Science and Science. It is expected
that all children will leave Foothill Ranch with a typing speed of no
less that 50 words per minute with 95% accuracy.

All grade levels have developed interdisciplinary and thematic units
that are driven by the State and District Standards. Simulations,
manipulatives, field trips, and a weeklong science camp also enrich the
curriculum. Lastly, Foothill Ranch offers optional after school
enrichment classes to K-6 students. These classes provide Foothill Ranch
students the opportunity to study a wealth of exciting offering
including beginning Spanish, French, and German.

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.

At Foothill Ranch we follow District guidelines and State Standards that
specifically dictate what is to be taught at each of our seven grade
levels. The District has adopted the Harcourt-Brace *Signatures* Series
as our anthology. It was quickly discovered that to meet the State
standards, we would have to provide supplementary materials at each
grade level. Therefore, besides the anthology, phonics readers, and
instant readers supplied by Harcourt-Brace our first grade curriculum,
for example, also includes Steck-Vaughn *Phonics, Hampton Brown*
materials for our ELL students*, McCracken* *Spelling through Phonics*,
a District created spelling program based on *Words Their Way,
Accelerated Reader*, sight word testing program, word walls, and
Scholastic Reading Inventories given three times a year. For students
who are late bloomers, we provide a Language Arts Assistance Program
(LAAP) for grades one through three. The *Gates MacGinitie* assessment
is employed for placement into the LAAP program. Additionally, a before
school tutoring class is offered children who are at risk of retention.

Our District has provided training for all teachers to assess reading
fluency. Our District requires teachers to use assessment tools provided
by Harcourt Brace. The teachers at Foothill Ranch staff have agreed to
supplement the Harcourt Brace assessment tools with the *San Diego
Quick*, the *Bader*, and running records. These additional assessment
tools allow teachers to better meet the needs of students in reading by
providing multiple measures. It is common for students at Foothill Ranch
to move between various leveled reading groups as strengths and
weaknesses of students are identified with these multiple measurement
tools. The school chooses to use variety of assessment tools so that
data driven decision-making can occur. Ultimately, our reading
curriculum is driven by ongoing assessment.

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.

Foothill Ranch Elementary School has set a SVUSD benchmark for
excellence in technology. Working together with local businesses, school
community, and the District, Foothill Ranch Elementary School has
created a powerful technological learning environment for students. The
most important facet of this curriculum is what we do with all of these
technological tools. Students are provided a variety of opportunities to
use technology to increase knowledge, skills, and to develop a love of
learning which is reflected in the school's mission statement.

Innovative technology units created by staff and district mentors are
standards based, intricately tied to our curriculum, and teach computer
literacy in word processing, graphics, and multimedia. For example, at
fourth grade, technology units teaching students computer graphic skills
to create California maps and legends that meet the fourth grade social
studies standards as well as the District technology standards. The
quality of student writing has been enhanced through the use of word
processing. Teachers and students have at their fingertips on-line
databases and web sites to expand the resources available to them for
researching units of study. Teachers regularly download research and
curriculum ideas to enhance their instruction.

All special education students have access to computers in their regular
classrooms and their special education classrooms. Alpha Smart keyboards
and word processors are used regularly by special education students to
help them attain the goals written on their Individual Educational
Plans. Every teacher at Foothill Ranch Elementary School has access to
the SVUSD Student Information System. Teachers frequently use the
student information system to compare historical SAT 9 content cluster
data about their students to help them make decisions about modifying
instruction. Through the school-wide network, teachers share curriculum
materials they have developed such as writing prompts, rubrics, quizzes,
and management tools. Technology is imbedded in everything we do.

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

Test data from the SAT 9 and California Standards tests, which are
administered every spring, are used to plan and revise our site
curriculum. Disaggregated results of these tests are provided to schools
enabling teachers to evaluate individual students and subgroups.
Teachers and grade level teams use the class summary reports to evaluate
their own instructional program and make necessary changes in the
curriculum instruction, which are updated in the Single Plan for Student
Achievement. For example, as a result of three staff development days
our teachers have formulated a flexible group approach in reading and
math that is driven by ongoing assessments. In reading, teachers
carefully monitor student work, writing samples, district developed
assessments, and running records, to determine placement within a
flexible group. Within the confines of these small groups leveled
readers are a critical piece. Additionally, the instruction is tailored
to meet the needs of each child. Frequent assessments allow students to
move between groups, as their instructional needs change. In another
example, the primary staff interpreted results from the SAT 9. They
found a need to improve student computation skills. As a result of this
analysis, primary teachers at Foothill Ranch Elementary School
implemented a grade-level-wide timed test reflecting new state math
standards.

SVUSD provides a district-wide assessment plan mandating reading
benchmarks in first, third, and fifth grades, as well as, writing
benchmarks in fourth and sixth grade. During the second trimester of
2001, sixth grade teachers met district-wide to read and score student
papers based on a six-point rubric. These scores enabled teachers to
deliver a more harmonious language arts program to their students
throughout the district. Fourth grade writing samples were sent to
Sacramento and were graded by State trained teams. Beyond standardized
assessment, Foothill Ranch Elementary School teachers also keep student
portfolios covering all curricular areas and are currently implementing
technology to create electronic portfolios.

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

The Saddleback Valley Unified School District provides extensive
professional growth opportunities throughout the year for teachers.
Experts from within the district, as well as outside specialists, offer
a variety of courses designed to meet the needs of teachers and support
district and school curriculum, with an emphasis on language arts and
mathematics. Each year funding for staff development opportunities are
set aside via the school improvement budget, enabling one half of the
teachers to attend conferences every other year. Staff development at
Foothill Ranch Elementary School is exemplary, due in part to the
expertise of the staff. Professional growth training on \"Staff Meeting
Mondays\" supports the curriculum as outlined in the Single Plan for
Student Achievement and reflects the results of both formal and informal
assessment. Although standardized test scores at Foothill Ranch
Elementary School are above the national average, our goal is to
continually improve student performance. For example, in order to
improve math performance, teachers have shared their expertise in the
Sunshine Math and Mountain Math programs. Teachers investigated
materials and resources that support these programs, which were reviewed
and approved for purchase by the School Site Council. As a result of the
implementation of these programs, third grade math scores improved by 14
percentile points on the spring 2001 Stanford 9. Additionally, the
fourth grade team has focused on those students who scored below the 50%
on the level tests in language arts/spelling. As a result, all fourth
grade teachers have been trained in *Words Their Way*, a spelling/word
analysis program, which has been implemented this year across all
grades. We are eagerly awaiting our results on the new standardized
CAT/6.

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

Grade [2]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

\*[2002-5]{.underline} [2002-2%]{.underline}

Number excluded \*[2001-5]{.underline} Percent excluded [2001-
3%]{.underline}

> \*These students were either exempted or not available to take test.
>
> State Criterion Testing was not begun until 2000-2001

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                                  N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      94          95                                  

  At or Above Proficient                                 72          64                                  

  At Advanced                                            32          22                                  

  Number of students tested                              214         185                                 

  Percent of total students tested                       98          97                                  

  Number of students excluded                            5           5                                   

  Percent of students excluded                           2           3                                   

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      94          95                                  

  At or Above Proficient                                 74          65                                  

  At Advanced                                            33          22                                  

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%          \%                                  

  At or Above Basic                                      63          61                                  

  State Scaled Score                                     324         N/A                                 

  At or Above Proficient                                 32          32                                  

  State Mean Score                                                                                       

  At Advanced                                            9           N/A                                 

  State Mean Score                                                                                       

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

Grade [2]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

Number excluded \*[2002-5]{.underline} Percent excluded
[2002-2%]{.underline}

> \*These students were either exempted or not available to take test.

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                      N/A         N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      95                                              

  At or Above Proficient                                 80                                              

  At Advanced                                            45                                              

  Number of students tested                              214                                             

  Percent of total students tested                       98                                              

  Number of students excluded                            5                                               

  Percent of students excluded                           2                                               

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      95                                              

  At or Above Proficient                                 80                                              

  At Advanced                                            45                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%                                              

  At or Above Basic                                      68                                              

  State Scaled Score                                     343                                             

  At or Above Proficient                                 42                                              

  State Mean Score                                       N/A                                             

  At Advanced                                            16                                              

  State Mean Score                                       N/A                                             

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

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

Grade [3]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

\*[2002-5]{.underline} [2002-2%]{.underline}

Number excluded \*[2001-1]{.underline} Percent excluded [2001-
1%]{.underline}

> \*These students were either exempted or not available to take test.

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                                  N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      95          98                                  

  At or Above Proficient                                 75          69                                  

  At Advanced                                            37          26                                  

  Number of students tested                              172         161                                 

  Percent of total students tested                       97          99                                  

  Number of students excluded                            5           1                                   

  Percent of students excluded                           3           1                                   

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      96          99                                  

  At or Above Proficient                                 76          70                                  

  At Advanced                                            38          27                                  

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%          \%                                  

  At or Above Basic                                      62          59                                  

  State Scaled Score                                     324         N/A                                 

  At or Above Proficient                                 34          30                                  

  State Mean Score                                                                                       

  At Advanced                                            11          9                                   

  State Mean Score                                                                                       

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

Grade [3]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

Number excluded \*[2002-5]{.underline} Percent excluded [2002-
3%]{.underline}

> \*These students were either exempted or not available to take test.

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                      N/A         N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      92                                              

  At or Above Proficient                                 77                                              

  At Advanced                                            30                                              

  Number of students tested                              172                                             

  Percent of total students tested                       97                                              

  Number of students excluded                            5                                               

  Percent of students excluded                           3                                               

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      93                                              

  At or Above Proficient                                 79                                              

  At Advanced                                            31                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%                                              

  At or Above Basic                                      65                                              

  State Scaled Score                                     332                                             

  At or Above Proficient                                 39                                              

  State Mean Score                                                                                       

  At Advanced                                            12                                              

  State Mean Score                                       16                                              

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

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

Grade [4]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

\*[2002-7]{.underline} [2002- 4%]{.underline}

Number excluded \*[2001-6]{.underline} Percent excluded [2001-
4%]{.underline}

> \*These students were either exempted or not available to take test.

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                                  N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      99          95                                  

  At or Above Proficient                                 76          65                                  

  At Advanced                                            36          31                                  

  Number of students tested                              157         158                                 

  Percent of total students tested                       96          96                                  

  Number of students excluded                            7           6                                   

  Percent of students excluded                           4           4                                   

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      99          96                                  

  At or Above Proficient                                 78          68                                  

  At Advanced                                            37          32                                  

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%          \%                                  

  At or Above Basic                                      71          66                                  

  State Scaled Score                                     333         N/A                                 

  At or Above Proficient                                 36          33                                  

  State Mean Score                                                                                       

  At Advanced                                            14          11                                  

  State Mean Score                                                                                       

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

Grade [4]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

Number excluded \*[2002-7]{.underline} Percent excluded [2002-
4%]{.underline}

> \*These students were either exempted or not available to take test.

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                      N/A         N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      90                                              

  At or Above Proficient                                 68                                              

  At Advanced                                            29                                              

  Number of students tested                              157                                             

  Percent of total students tested                       96                                              

  Number of students excluded                            7                                               

  Percent of students excluded                           4                                               

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      99                                              

  At or Above Proficient                                 78                                              

  At Advanced                                            37                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%                                              

  At or Above Basic                                      67                                              

  State Scaled Score                                     332                                             

  At or Above Proficient                                 37                                              

  State Mean Score                                                                                       

  At Advanced                                            13                                              

  State Mean Score                                                                                       

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

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

Grade [5]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

\*[2002-3]{.underline} [2002- 2%]{.underline}

Number excluded \*[2001-3]{.underline} Percent excluded [2001-
2%]{.underline}

> \*These students were either exempted or not available to take test.

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                                  N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      96          94                                  

  At or Above Proficient                                 67          68                                  

  At Advanced                                            25          22                                  

  Number of students tested                              161         168                                 

  Percent of total students tested                       98          98                                  

  Number of students excluded                            3           3                                   

  Percent of students excluded                           2           2                                   

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      95          95                                  

  At or Above Proficient                                 67          68                                  

  At Advanced                                            25          22                                  

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%          \%                                  

  At or Above Basic                                      71          66                                  

  State Scaled Score                                     328                                             

  At or Above Proficient                                 31          28                                  

  State Mean Score                                                                                       

  At Advanced                                            9           7                                   

  State Mean Score                                                                                       

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

Grade [5]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

Number excluded \*[2002-3]{.underline} Percent excluded [2002-
2%]{.underline}

> \*These students were either exempted or not available to take test.

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                      N/A         N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      89                                              

  At or Above Proficient                                 62                                              

  At Advanced                                            27                                              

  Number of students tested                              161                                             

  Percent of total students tested                       98                                              

  Number of students excluded                            3                                               

  Percent of students excluded                           2                                               

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      95                                              

  At or Above Proficient                                 67                                              

  At Advanced                                            25                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%                                              

  At or Above Basic                                      59                                              

  State Scaled Score                                     323                                             

  At or Above Proficient                                 29                                              

  State Mean Score                                                                                       

  At Advanced                                            7                                               

  State Mean Score                                                                                       

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

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

Grade [6]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

\*[2002-0]{.underline} [2002- 0%]{.underline}

Number excluded \*[2001-0]{.underline} Percent excluded [2001-
0%]{.underline}

> \*These students were either exempted or not available to take test.

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                                  N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      97          97                                  

  At or Above Proficient                                 72          78                                  

  At Advanced                                            28          39                                  

  Number of students tested                              167         147                                 

  Percent of total students tested                       100         100                                 

  Number of students excluded                            0           0                                   

  Percent of students excluded                           0           0                                   

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      98          97                                  

  At or Above Proficient                                 72          78                                  

  At Advanced                                            28          39                                  

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%          \%                                  

  At or Above Basic                                      66          67                                  

  State Scaled Score                                     323         NA                                  

  At or Above Proficient                                 30          31                                  

  State Mean Score                                                                                       

  At Advanced                                            9           8                                   

  State Mean Score                                                                                       

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

Grade [6]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

Number excluded \*[2002-0]{.underline} Percent excluded [2002-
0%]{.underline}

> \*These students were either exempted or not available to take test.

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

  Testing month                                          5/02        5/01                                

  SCHOOL SCORES                                                      N/A         N/A         N/A         N/A

  Total                                                                                                  

  At or Above Basic                                      96                                              

  At or Above Proficient                                 82                                              

  At Advanced                                            47                                              

  Number of students tested                              167                                             

  Percent of total students tested                       100                                             

  Number of students excluded                            0                                               

  Percent of students excluded                           0                                               

  SUBGROUP SCORES                                                                                        

  1.[English Only/ Fluent English Proficient                                                             
  Students]{.underline}                                                                                  

  At or Above Basic                                      97                                              

  At or Above Proficient                                 78                                              

  At Advanced                                            39                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                  \%                                              

  At or Above Basic                                      62                                              

  State Scaled Score                                     328                                             

  At or Above Proficient                                 32                                              

  State Mean Score                                                                                       

  At Advanced                                            10                                              

  State Mean Score                                                                                       

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

California has developed and implemented an assessment system that has a
high expectation for student proficiency. Students who are proficient in
Language Arts and mathematics would be performing at a college
preparatory level. Students who have met proficient levels in
English/language arts and mathematics are expected to score within the
60 to 70 percent correct range on these assessments. The percent of
students within the State of California who are currently performing at
this level would be approximately 30-40% of the students taking these
California Standards Tests. California has adopted these rigorous
standards to encourage school wide program improvement and assist
students to reach higher levels of academic achievement.

**[SECOND GRADE ASSESSMENTS REFERENCED AGAINST NATIONAL
NORMS]{.underline}**

Grade [2]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   81             77             77             75             72

  Number of students tested                     219            187            183            158            189

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

Grade [2]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   90             85             85             85             78

  Number of students tested                     219            187            173            158            189

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

                                                                                                            

                                                                                                            

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

**[THIRD GRADE ASSESSMENTS REFERENCED AGAINST NATIONAL
NORMS]{.underline}**

Grade [3]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   80             80             79             77             75

  Number of students tested                     177            162            162            174            157

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

Grade [3]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   89             90             88             86             85

  Number of students tested                     177            162            162            174            157

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

**[FOURTH GRADE ASSESSMENTS REFERENCED AGAINST NATIONAL
NORMS]{.underline}**

Grade [4]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   80             80             81             80             71

  Number of students tested                     164            164            169            148            123

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

Grade [4]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   85             83             83             77             69

  Number of students tested                     164            164            169            148            123

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

**[FIFTH GRADE ASSESSMENTS REFERENCED AGAINST NATIONAL
NORMS]{.underline}**

Grade [5]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   77             80             80             73             74

  Number of students tested                     164            169            147            118            101

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

Grade [5]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   88             91             91             88             85

  Number of students tested                     164            169            147            118            101

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

**[SIXTH GRADE ASSESSMENTS REFERENCED AGAINST NATIONAL
NORMS]{.underline}**

Grade [6]{.underline} Test [SAT/9- English Language Arts]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   82             84             79             73             72

  Number of students tested                     167            147            125            93             102

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

Grade [6]{.underline} Test [SAT/9- Math]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

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

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

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

  Testing month                                 5/02           5/01           5/00           5/99           5/98

  **SCHOOL SCORES**                                                                                         

  Total Score                                   94             94             89             85             74

  Number of students tested                     167            147            125            93             102

  Percent of total students tested              100            100            100            100            100

  Number of students excluded                   0              0              0              0              0

  Percent of students excluded                  0              0              0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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