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

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

**Cover Sheet**

Name of Principal [\_\_\_Mrs. Ann Zeches]{.underline}

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

Official School Name [\_\_\_St. Cyril Catholic School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[4725 E. Pima Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Tucson
\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_[AZ\_\_\_\_\_\_\_\_\_\_\_\_\_85712-3520]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 520)]{.underline} [881-4240]{.underline} Fax [( 520)
795-0325]{.underline}

Website/URL [www.stcyril.com]{.underline} E-mail
[azeches@stcyril.com]{.underline}

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

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

(Principal's Signature)

Name of Pastor [\_\_Father Jim McCauley]{.underline}

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

Parish Name [St.
Cyril\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Tel.
(520) 795-1633\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

Name of School Board Larry Brauer

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

\_\_\_\_\_ Middle schools

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

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

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

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

[\_\_\_\_4\_]{.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**       17        20                     **37**       **7**       18        22          40

  **1**       23        18                     **41**       **8**       18        24          42

  **2**       24        19                     **43**       **9**                             

  **3**       16        25                     **41**       **10**                            

  **4**       23        22                     **45**       **11**                            

  **5**       18        28                     **46**       **12**                            

  **6**       21        17                     38           Other                             

                                    **TOTAL                                                   374
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [68]{.underline} % White

the students in the school: [.01]{.underline} % Black or African
American

[30]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

[.02\_\_\_\_]{.underline}% Multi-racial

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[1.59]{.underline}\_\_\_%

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

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

  **(2)**     Number of students who transferred 4
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        6
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    374
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .02
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.0
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[0]{.underline}\_\_%

[\_\_\_\_0\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: \_\_\_[0]{.underline}\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_[.02\_\_]{.underline}%

\_\_\_\_\_[7]{.underline}\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_\_[.04]{.underline}\_\_\_%

\_\_\_[15]{.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.

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

\_\_\_\_Deafness \_\_[3]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[2]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[10]{.underline}Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[14]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[4]{.underline}\_\_\_
\_\_\_\_[9]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[1\_]{.underline}\_\_
\_\_\_[\_9]{.underline}\_\_\_

> Support staff \_\_\_\_[1\_]{.underline}\_\_
> \_\_\_\_[4]{.underline}\_\_\_
>
> Total number \_\_\_[22]{.underline}\_\_\_
> \_\_\_\_[22]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[26.78:1]{.underline}\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance 96.1        95.5        97.5        95.9        93.8

  Daily teacher attendance 93.0        97.4        98.0        96.0        No Data

  Teacher turnover rate    18.0        14.0        18.0        9.0         9.0

  Student dropout rate                                                     

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

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

Private school association(s): [Diocese of Tucson, Western Catholic
Education Association, North Central]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_[X]{.underline}\_\_\_\_ No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$\_[2895]{.underline}\_ \$\_[2270]{.underline}\_
\$\_[2270]{.underline}\_ \$\_[2270]{.underline} \$\_[2270\_]{.underline}
\$\_[2270]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_[2270]{.underline}\_ \$\_[2270]{.underline}\_
\$\_[2270]{.underline}\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? \$[K 3970 1-8
2835]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student?
\$\_[1321]{.underline}\_

4\. What percentage of the annual budget is devoted to
\_\_[07]{.underline}\_\_%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[16]{.underline}\_\_\_%

Part III

Summary

St. Cyril School

St. Cyril School opened its doors in September, 1952 to 152 students.
Having just celebrated its fifty anniversary, St. Cyril School is still
a center for quality learning in a vibrant Catholic community. Our
mission statement states: St. Cyril School, with the support of parents
and St. Cyril Parish prepares students academically, spiritually and
socially to take personal responsibility for a lifetime of learning,
service, faith and leadership.

To achieve our Mission, the school is made up of four departments:
Primary (K-2), Intermediate (3-4), Advanced Intermediate (5-6) and
Junior High (7-8). Within each department, students rotate classes. This
allows for the teachers to become experts in the subject area they
teach. Each department has three core teachers: language arts,
math/science and social studies. Students rotate between these teachers
twice daily. During the week, classes are also held for religion,
physical education, Spanish, music, art and computers. Students stay in
each department for two years. The departmentalized system was designed
to develop organizational skills and responsibility for students' own
learning. This learning structure provides students with the tools
necessary to become responsible citizens, as well as life long learners.

St. Cyril School uses the Discipline with Purpose (DWP) program to teach
kindergartners through eighth graders how to become self-disciplined.
This program uses fifteen self-discipline skills to provide daily
opportunities for students to think and make decisions and to take
appropriate actions modeling self-directed behavior.

Religious values and beliefs permeate all that is taught and done within
the school. Each week students study the tenets of the Catholic
religion. All students attend mass and community prayer service once a
week. Service projects such as visiting nursing homes, writing letters
to the homebound, making sandwiches for the homeless, collecting money
for the "Nuestros Pequenos" organization, coat drives and each and every
week, canned food is collected for the St. Vincent de Paul Organization.
Students leave our school as service-minded members of society.

Parental involvement is of the utmost importance. We believe parents are
the primary educators of their children; therefore, we ask that all
parents model our mission statement by committing their time and talents
in service to the school community. All parents are members of our
parents' organization, PALS (Persons Active in Learning Situations).
Parents are actively involved in the classroom, members of the school
board, foundation board and fundraising activities.

With the teachings of the Catholic Church as our guide and reflected in
our Mission Statement, St. Cyril School is an incredible educational
institution. Our partnership between parents, students, faculty and
staff has resulted in helping young people meet the challenges of a
turbulent society. Our students leave St. Cyril School with a well
grounded education allowing them to take personal responsibility for a
lifetime of learning, service, faith and leadership.

Part IV

Indicators of Academic Success

1\. Our school uses the CTBS Terra Nova Standardized tests which are
administered in March to grades 4, 5, 6, 7 and 8. St. Cyril School
reports grade equivalent scores (GE) and median national percentile
scores (MNPS). The GE indicates the year and month of school for which a
student's level of performance is typical. MDNP is the middle score in a
set of ranked scores. St. Cyril's GE's, at all grade levels are
relatively high, but we are more interested in the MDNP's. If a group of
students has a Median National Percentile (MDNP) of 50, it is an
"average" group. If the MDNP is higher than 50, the group is considered
above average. An MDNP of less than 50 represents "below average" in
relation to the sample of students upon which the test was standardized.
The St. Cyril MDNP range for reading is from 74.7 to 87.7. For math, the
range is from 81.0-85.0. It is evident that the student scored well
above average in both areas. These tests scores are not the only
assessment instrument used at St. Cyril. However, it is the only
assessment that is nationally norm referenced.

2\. Teachers analyze and compare results of different assessment
measures to provide insight into what teaching strategies and testing
strategies work best with individual students. The faculty further uses
results of standardized testing to assess specific needs of classes and
individuals and to determine strengths and weaknesses in the curriculum.

Student assessment data is used as a determinant for curriculum planning
and resource allocation. Results of standardized testing are used to
decide allocation of resources such as the purchase of math
manipulatives, computers, software, teacher professional development,
selection of textbooks and supplemental supplies to meet curriculum
needs.

Each August teachers analyze student assessment data to create
heterogeneous groupings of students within a department. This
heterogeneous grouping allows for high achieving students to help the
low achieving students in all the curricular areas. By grouping students
this way, St. Cyril School has found it increases student performance,
thus increasing school performance.

As a school, we use the assessment data to set overall school target
goals. These target goals become the focus of a school wide initiative.
For instance, our scores indicated we have weaknesses in spelling. We
have set-up specific objectives to take place in each classroom at each
grade level to meet the school wide curricular goal. The school has seen
an increase in scores since implementing school wide target goals.

3\. Student performance is communicated to students on a continuous
basis. Individual feedback in the classroom happens daily through
writing conferences, quizzes, discussions, teacher interaction, class
assignments and tests. Parents are informed of their students' progress
on a regular basis. This includes but is not limited to: notes home,
phone calls, mid-trimester progress reports, bi-weekly progress reports
(junior high only), trimester-evaluations and one-on-one conferences
with parents. Parent review and signature is required on various papers,
quizzes, tests, unit covers and contracts. The larger community is
informed of student performance through articles, student accolades and
student work samples in the weekly School Express, our school-wide
communication tool. Communication outside of our school community is
developed through highlighting our activities to newspapers, television
and radio stations. Our Development Director is the catalyst for getting
information to the community in a timely and efficient manner.

4\. St. Cyril School would share its success with the entire community
including schools. As a member of the Diocese of Tucson, we would help
and have helped other diocesan schools create a school foundation for
success. Information concerning our school structure is readily
available

for those who desire it. We have shared with schools how we formulated
plans through analyzing assessment data for school improvement,
professional development and increase student achievement. Our master
teachers are available for mentoring purpose and presenting workshops.
Instructional strategies would be shared during diocesan in-services
held two-four times per year. Faculty and staff will volunteer to be a
part of accreditation teams for other diocesan schools. As part of our
belief statement, we believe in service to one another, therefore, we
would continually help schools whenever the need arises. Success is
something meant to be shared; after all, we did not become successful
without help of others.

Part V

Curriculum and Instruction

1\. The language arts curriculum goal is to encourage and enable all
students to use language effectively by developing a mastery of literacy
skills to ensure success in school, as well as various domains of life.
Our curriculum develops active, critical, reflective and creative
language skills by advocating a diverse approach to the curricular area.

The mathematics curriculum is based on the national standards and
follows the Arizona Standards for Mathematics. Students learn at their
individual level. Many manipulatives are used to enhance the learning
environment.

The science curriculum is based on the Arizona Science Education
Standards. We provide them opportunities to understand and apply basic
scientific concepts in three major areas: physics, geology and biology.

The social studies curriculum is designed for students to learn the
responsibilities of citizenship, develop a global awareness, acquire an
understanding of government and the value of the nation and world's
political structure.

The religion curriculum follows the teachings of the Catholic Church.
Students are skillfully guided on their spiritual journey by the
modeling of teachers, religious observations such as regular weekly mass
attendance and inclusion of the Catholic Church's beliefs in all
curricular areas.

The computer curriculum introduces students to the computers' role in
society, familiarizes students with programming languages, computer
operations and terminology; develops a working knowledge of software
programs; prepares students for future technological challenges and
enhances problem solving skills.

The Spanish curriculum focuses on the development of the various uses of
the written and spoken language. The areas emphasized are: oral language
skills, written language skills, recreational reading and reflection
about the language and how it integrates with the Southwestern culture.

The physical education curriculum allows for: the development and
maintenance of physical efficiency of both fine and gross motor skills;
the development of useful lifelong, wholesome physical recreation
skills; the development of useful social interaction skills; and the
development of mental and emotional disciplines which contribute to a
positive self-image.

Music and Art fall under our Fine Arts curriculum. The Arts balance the
curriculum to develop the whole person. The Arts foster and enhance the
perceptual awareness, creativity, aesthetic valuing, self-motivation,
self-discipline, understanding of past and present cultures and
experiences in understanding one's self cognitively, spiritually and
emotionally.

The diverse needs of all students are addressed through innovative and
developmental appropriate methodologies to find success. The ultimate
goal at St. Cyril School is the formation of the whole child;
individuals, who grow in their faith and who, by developing a strong
understanding of language arts, mathematics, science, social studies,
computers, religion, physical education, Spanish, art and music, enrich
their own lives and are able to graduate academically, spiritually and
socially prepared to take personal responsibility for a lifetime of
learning service, faith and leadership.

2\. The kindergarten reading program is a balanced multi-sensory
curriculum providing instruction in phonemic awareness, phonics, letter
recognition and writing. The first and second grade program (Total
Reading) offers a systematic introduction, phonics, dictation, creative
writing, and controlled vocabulary readers with comprehension and
vocabulary enrichment. This program was chosen because it includes both
phonics instruction and whole language activities to promote independent
reading with good comprehension.

Grades three through eight use a literature-based program. Third and
fourth graders read daily (partners, small groups or individually).
Class discussions and follow-up writing in reading logs develop higher
levels of comprehension and critical thinking skills. Sixth through
eighth grade students choose three approved books to read and a variety
of closure activities follow after completing each book. Summaries,
discussions, posters, plays, dioramas, and power point presentations are
examples of creative assignments. This program fosters appreciation for
quality literary genres, integration of literature with other subject
areas and use of technology.

3\. St Cyril School science curriculum is based on the Arizona Science
Education Standards. Our mission statement addresses the uniqueness of
every child and prepares students to take personal responsibility for a
lifetime of learning, service, faith and leadership. Our program
emphasizes hands-on and minds-on experiences which help to develop
higher order thinking skills. This activity-based program can sweep
students up in the excitement of wonder and discovery. An inquiry-based
science instruction prepares students to function and compete in a
rapidly changing technological world.

Opportunities are provided to apply basic concepts in Physics, Biology,
and Geology. Critical thinking skills and problem solving strategies can
be applied to real life situations and other curricular areas. Students
are expected to effectively communicate in oral and written forms to
share their knowledge and appreciation of natural phenomena and God's
awesome creation.

4\. The professional staff at St. Cyril School designs and implements a
variety of learning and formational experiences that actively engage
students. Instructional strategies and methods meet learning styles,
cultural diversity and different ability levels. Among them are
individual, small group, and large group instruction, cooperative
learning assignments, peer tutoring and review, use of manipulatives,
audio-visual aids, and technology. Other effective learning experiences
are role-playing, debates and participation in competitions (spelling
bee, geography bee, essay and poetry contests). Community resources
constantly enrich the curriculum (invited speakers and field trips). We
take great pride in regularly participating in regional science fairs
and Spanish language fair. There is great emphasis on community service
projects, liturgy preparations, and leadership opportunities.

5\. The school calendar includes teacher in-service days throughout the
year. There are also mandatory diocesan workshops and special religious
education seminars every year. The school has a budget for approved
professional development fees. The parent organization contributes money
to cover some expenses for the annual NCEA convention. All new teachers
are required to attend an orientation program that includes Discipline
With a Purpose and Essential Elements of Instruction training.
Continuing education units factor into the salary matrix. Teachers are
affiliated with various educational organizations. There are
subscriptions to professional journals. Upgrading technology skills is
an ongoing target school goal. The principal's evaluation of teachers
includes personal and professional goals. Teachers are asked to
volunteer to serve on accreditation visiting teams and diocesan
curriculum projects. All of these increase teachers' knowledge and
teaching skills that are applied to the classrooms and result in more
effective teaching-learning experiences.

**ST. CYRIL CATHOLIC SCHOOL**

TerraNova

CTBS Complete Battery

McGraw-Hill

Form/LevelA-18

1996

Scores are reported as percentiles.

No students are excluded from the test.

  ----------------------------------- ----------- ----------- -----------
                                      2002-2003   2001-2002   2000-2003

  Testing Month                       March       March       March

  **Grade 8**                                                 

  Reading                             86.3        79.0        78.5

  Mathematics                         78.0        79.3        77.3

  Number of students tested           41          38          43

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Grade 7**                                                 

  Reading                             83.3        90.0        84.3

  Mathematics                         78.6        82.0        72.3

  Number of students tested           47          39          43\.

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Grade 6**                                                 

  Reading                             82.0        80.3        78.0

  Mathematics                         82.4        83.0        81.0

  Number of students tested           44          43          45

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Grade 5**                                                 

  Reading                             76.0        74.7        78.7

  Mathematics                         72.7        71.7        76.0

  Number of students tested           39          43          42

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0

  **Grade 4**                                                 

  Reading                             81.7        87.7        75.2

  Mathematics                         77.7        83.0        68.0

  Number of students tested           43          35          43

  Percent of total students tested    100         100         100

  Number of students excluded         0           0           0

  Percent of students excluded        0           0           0
  ----------------------------------- ----------- ----------- -----------