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

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

**Cover Sheet**

Name of Principal [Mr. Timothy Martin]{.underline}

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

Official School Name [George Washington Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [2760 Jane Street]{.underline}

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

[Riverside CA 92506-4301]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(909) 788-7305]{.underline} Fax [(909) 276-2046]{.underline}

Website/URL [www.rusd.k12.ca.us]{.underline} E-mail
<tmartin@rusd.k12.ca.us>

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 Superintendent\* [Dr. Susan Rainey]{.underline}

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

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

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

Date

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Gayle Cloud]{.underline}

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

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

Date

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district:

[29]{.underline} Elementary schools

[6]{.underline} Middle schools

Junior high schools

[7]{.underline} High schools

[3]{.underline} Other (Alternative or Special Education)

[45]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,269.00]{.underline}

Average State Per Pupil Expenditure: [\$6,719.00]{.underline}

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

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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**       46        39                     **85**       **7**                             

  **1**       45        45                     **90**       **8**                             

  **2**       48        45                     **93**       **9**                             

  **3**       56        61                     **117**      **10**                            

  **4**       52        65                     **117**      **11**                            

  **5**       47        66                     **113**      **12**                            

  **6**       67        69                     136          Other                             

                                    **TOTAL                                                   751
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [37.9]{.underline} % White

the students in the school: [7.1]{.underline} % Black or African
American

[50.6]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[17]{.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 67
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 63
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        130
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    764
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .17
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    17
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages: Spanish, Vietnamese, Cantonese, Gujarati, and Korean.

9\. Students eligible for free/reduced-priced meals: [43.4]{.underline}
%

[336]{.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: [8.3]{.underline} %

[62]{.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 [6]{.underline} Other Health Impaired

Deaf-Blindness [14]{.underline} Specific Learning Disability

[2]{.underline} Hearing Impairment [39]{.underline} Speech or Language
Impairment

Mental Retardation Traumatic Brain Injury

Multiple Disabilities [1]{.underline} Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [29]{.underline} [2]{.underline}

Special resource teachers/specialists [2]{.underline} [0]{.underline}

Paraprofessionals [0]{.underline} [6]{.underline}

> Support staff [8]{.underline} [7]{.underline}
>
> Total number [40]{.underline} [15]{.underline}

12\. Average school student-"classroom teacher" ratio: [20:1 in
K-2]{.underline} [34:1 in 3-6]{.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 96.3%       95.9%       95.3%       97.2%       95.9%

  Daily teacher attendance 97.1%       96.9%       96.3%       97.4%       96.9%

  Teacher turnover rate    9.1%        5.3%        7.5%        2.7%        6.2%

  Student dropout rate                                                     

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

**PART III ‑ SUMMARY**

Like any school that takes seriously its commitment to children, George
Washington Elementary School, located in Riverside, California, has a
staff that shares a vision of both giving the best to its students and
expecting the best of them. What matters most is that our students are
taught well so that they learn well. The Washington staff works together
as professionals in a community whose focus is learning. Washington
Patriots experience daily an education that supports and promotes
excitement for learning and an expectation for excellence.

Since the first day of school in the fall of 1963, to the opening day of
school forty years later, students at Washington represent the rich
diversity of our city. Students come to Washington from affluent
neighborhoods and from poor ones. Of 761 students, 43% qualify for free
and reduced lunch, 51% are Hispanic, 38% white, 7% African American, 3%
Asian, and 1% Filipino. All students are treated with respect and are
equally valued. Teachers, staff, and parents work as a community whose
cooperation and trust make children feel safe and loved so they can
experience success and feel inspired to learn.

The shared vision and focus at Washington is student learning. As a
school community, we provide each of our students at all grade levels
with a rich and rigorous curriculum that reflects the state and district
content standards. The Washington staff shares responsibility for each
student learning the standards in all content areas. Support staff and
parents contribute throughout the year by helping to plan, implement,
and monitor school efforts to improve student achievement. Strong family
involvement and support for student learning helps all students
experience academic growth and increases the number of students who are
proficient in the content standards.

Teachers provide an instructional program that is consistent at each
grade level, reflects constant and immediate monitoring and assessment
of student learning, and incorporates best teaching practices and
current educational research. SMART (Specific and strategic, Measurable,
Attainable, Results-oriented, Time-bound) goals shape instructional
practices, define learning outcomes for all children, and determine the
types of interventions for those children who need additional assistance
to be proficient in the content standards.

Teaching is engaging, focused, and structured to meet the learning needs
of all children. Teachers collaboratively plan the best ways to instruct
children. For each student differentiated instruction is provided,
including at-risk, special education students, English learners (EL),
high achieving and Gifted and Talented Education (GATE) students. The
core curriculum, reflecting content standards and benchmarks, is the
same for each student.

What is significant about Washington students is their excitement about
learning and the excellence that characterizes their academic success.
The California Academic Performance Index (API) growth of 46 points in
the 2002-2003 school year from 749 to 795, and thirty point gains in
each of the previous two years, reflect the progress of Washington
students. The subgroup Academic Performance Index scores for Hispanic
and the socially and economically disadvantaged grew 54 and 61 points
respectively, narrowing the achievement gap with the white student
subgroup whose API score improved 41 points during the 2002-2003 school
year.

Outstanding and dedicated teachers, a supportive and caring staff,
involved and committed parents, and practices and programs that promote
and improve student achievement make George Washington Elementary School
exemplary. Curriculum with significant content and high standards,
comprehensive reading and mathematics programs, the use of data to plan
instruction, the impact on student learning through professional
development, the ways students with special needs are supported, and a
school environment that focuses on student learning make George
Washington Elementary School one where all students learn and none of
our children get left behind.

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

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

One way to demonstrate the high level of achievement by Washington
students is to examine the school's grade 2 through 6 California
English-Language Arts Standards Test (CST) results for three years
(2001-2003), California Mathematics Standards Test (CST) results for two
years (2002-2003), and the Stanford 9 (SAT9) Total Mathematics
Achievement Test results for three years (1999-2001). The assessment
results are displayed on the accompanying assessment tables. All
students are tested regardless of enrollment date. Also, all Washington
subgroups of 30 or more valid scores are reported, although California's
No Child Left Behind-Adequate Yearly Progress guidelines only require
schools to be accountable for subgroups with 100 valid scores or 50
scores that constitutes 15% of the valid scores.

Washington students have demonstrated high levels of achievement. In
2003, the percent of students scoring at a proficient or higher level on
the California English-Language Arts Standards Test (CST) significantly
exceeded statewide percentages by 11 to 17 points in grades 2, 3, 4, and
6. In grades 2 and 3, 50 percent of the students scored at a proficient
or higher level compared to 36% and 33%, respectively, at the state
level. In grade 5, although the percentage of students at the proficient
or higher level (35%) was a single point lower than the state average
(36%), the percent at the advanced level (16%) was six points higher
than the state level figure (10%). The achievement gap between white and
Hispanic students as well as between white and socially and economically
disadvantaged students has been reduced particularly in grades 2, 3, and
6 the last three years.

The achievement of Washington students on the California Mathematics
Standards Test (CST) was at a high level. In 2003, the percent of
students scoring at a proficient or higher level significantly exceeded
statewide percentages by 12 to 21 points in grades 2, 3, 4, 5, and 6. In
grades 2, 3, 4, and 5 the percent proficient were 68%, 67%, 57% and 55%,
respectively. In grade 6, the percent of students at proficient or
higher was 14 points higher than statewide average. The achievement gap
between white and Hispanic students as well as between white and
socially and economically disadvantaged students has been reduced in
grades 2, 3, 4, and 6 the last two years and 36% of Hispanic students in
grade 5 scored at proficient or higher while the state percentage for
all 5^th^ grade students was 35%.

Results from the SAT9 Mathematics Test between 1999-2001 further confirm
the high level of mathematics achievement by Washington students. In
2001, the percentile rank of the average score in grades 2, 4, 5, and 6
exceeded the national average on the Total Mathematics Test by 14 to 18
points and in grade 3 by seven points. An examination of the average
scores for each subgroup within each grade tested shows that Washington
students have demonstrated steady growth in mathematics achievement and
that Hispanic and low SES students in grades 4, 5, and 6 significantly
closed the achievement gap. While not displayed on the assessment
tables, in 2003 the percentile rank of the average scores for grade 6
students on the California Achievement Test (CAT/6) in reading,
language, mathematics, and spelling were 60, 57, 69, and 58,
respectively, demonstrating an above average achievement level. The
CAT/6 was first administered as part of California\'s statewide
assessment program in 2003.

The API is comprised of results from both the CAT6/SAT9 and the
California Standards Tests. The state has established yearly growth
targets, and Washington students have far exceeded the state's growth
targets for the school. Washington's 2001, 2002, and 2003 API growth
targets were 6, 4, and 3 points, respectively. Washington students had
30, 30 and 46 point gains for each of the three corresponding years.
Washington students met all subgroup growth targets all three years.

Additionally, Washington met all Adequate Yearly Progress (AYP) Phase I
and II school wide and subgroup participation and proficiency criteria
for 2003. The school's 2003 AYP school wide and each numerically
significant subgroup (Hispanic, white, and low SES) proficiency figures
far exceeded statewide percentages for both English/Language Arts and
Mathematics. The proficiency percents school wide and for each
significant subgroup for English/Language Arts were on average seven
points higher than those of the state and on average 19 points higher on
the Mathematics test for Washington students when compared to state
averages.

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

At Washington, the state, district, and school assessment data are
regularly examined. This allows teachers to evaluate student learning
and to check on the effectiveness of the instructional program. At
several meetings during the first weeks of each school year, time is
spent reviewing student achievement from the SAT9/CAT6, the CST in
English/Language Arts and Mathematics, API and AYP statistics, and the
district *Multiple Measures* trimester assessments in language arts and
mathematics. Data is disaggregated by ethnicity, special programs, low
SES and English learners, and performance bands are analyzed. After
identifying strengths and weaknesses, SMART goals are written in
language arts, mathematics, and English Language Development (ELD).

Teachers use the same process at two-hour grade level meetings that
occur monthly after school. At the beginning of the year, they review
assessment data and produce three trimester and yearlong SMART goals for
each grade. During the year student achievement data based on
assessments linked to the instructional materials and district standards
and benchmarks in language arts and mathematics are analyzed and
reviewed. These assessments measure the progress of all students toward
meeting grade-level standards in language arts and mathematics. These
data shape the decisions teachers make about the instructional program
and intervention strategies for students who need them. For example, the
first grade teachers regroup first grade students each month so they can
be provided differentiated instruction in reading based on their
learning.

The SAT9/CAT 6 and CST data are used to monitor the academic progress
and achievement of each ethnic group and our socially and economically
disadvantaged population. Teachers review the data for students who are
in the English Learner (EL), Gifted and Talented Education (GATE), and
Special Education programs. Teachers write individual learning plans or
group goals based on that data. District trimester assessment data are
then used to gauge progress of those students in those programs toward
the SMART goals set by the grade level team.

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

The vision of high expectations and excellence in student achievement,
and progress toward the school's goals, are communicated in a variety of
ways to the families. Teachers provide content standards and benchmarks
in both English and Spanish to parents at Back to School Night and the
district's Web site includes those standards. Standards-based progress
reports and report cards, in both languages, are sent home each
trimester. On a monthly basis, teachers send home newsletters informing
parents of the instructional program and which standards children are
learning. English learner students receive this information in Spanish.
Additionally, teachers send home weekly progress reports for students
who need them.

This year, in addition to the parent conferences in the fall when
teachers share assessment data for individual children, Washington will
hold a spring conference for teachers to review student achievement with
the parents of children who have been identified by teachers at grade
level meetings as ones who would most benefit from the additional
conference. These conferences will focus on increasing the number of
students who demonstrate proficiency in language arts, mathematics, or
English language development. *Multiple Measure* trimester assessments,
aligned with state standards, will be used to provide the information on
student performance.

Each month, a principal's newsletter is sent home in both English and
Spanish. Often, the newsletter reviews student assessment data and
informs parents of the effectiveness of the school wide program. At Back
to School night, the principal shares a student achievement report based
on data from the Academic Performance Index (API) and Adequate Yearly
Progress (AYP). In addition, parents at monthly Parent Teacher
Association (PTA), School Site Council (SSC), and English Learner
Advisory Committee (ELAC) meetings are kept informed of school wide
assessment data and the effectiveness of the instructional program for
all of children and student subgroups. These data are also available on
our School Accountability Report Card (SARC) and on the school Web site.

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

Washington teacher representatives from each grade level collaborate
with teachers from other district schools during Language Arts
Leadership Training four times during the school year. Discussion
focuses on the effective implementation of language arts and reading
materials and successful teaching strategies. Washington teacher
representatives also participate in similar district discussions related
to the district mathematics curriculum, assessments, and instructional
practices. In these ways, Washington teachers share successes with
teachers from twenty-eight other elementary schools. Additionally,
several Washington teachers are district Beginning Teacher Support and
Assessment (BTSA) providers and work regularly with new teachers as
mentors.

During meetings for elementary principals in our district, held twice a
month, the principal participates in discussions that center on student
achievement, effective teaching, and changing school culture. Successes
at Washington are shared by the principal and recognized by the Deputy
Superintendent. The principal meets monthly with five other principals
in a 'cluster' of six schools, where discussions occur concerning
student achievement and successful school-wide practices. Additionally,
the principal has met throughout the year with the Deputy Superintendent
to discuss Professional Learning Communities and their influence on
increasing student success.

At a spring Board of Education meeting, the principal and a Washington
teacher participated in a presentation on the school's computer-based
reading program, *Reading Counts.* At that meeting, information was
shared about the implementation of the program and the positive impact
it has had on students' attitudes and achievement.

In these ways, Washington school shares its successes with other
schools.

**PART V -- CURRICULUM AND INSTRUCTION**

**Section 1: The curriculum and how all students are engaged with
significant content based on high standards.**

Our mission and vision statement at Washington holds that**, "...**we
are committed to providing the educational experience for students that
supports each child's effort to learn well the appropriate standards in
all curricular areas", and we are "... a school where curriculum is
taught well, in a manner that is engaging, focused, and structured to
meet the learning needs of all children."

Our curricular program is balanced and comprehensive. Yearlong, monthly,
weekly, and daily lesson plans focus on measurable objectives that
promote student achievement in all content area standards. The literacy
program reflects the state and district standards and benchmarks in
reading and writing. English learner students have 30-45 minutes a day
for English Language Development (ELD). Mathematics instruction includes
procedures, conceptual understanding, and problem solving. The
history/social science and science programs are interactive,
experiential, and often integrated with other contents. Students receive
100 minutes a week of physical education focusing on conditioning and
skill acquisition. Music instruction is supplemented with choirs, music
buddies, orchestra and band. Building Blocks of Art (K-3) and Great
Works of Art (4-6) enrich art education with information about great
artists and their works while developing artistic technique used by
those artists.

District English/Language Arts, Mathematics, Science, History/Social
Science, Structured English Immersion (SEI) and ELD Standards and
Benchmarks are aligned with state standards in each of those content
areas. District adopted instructional materials are aligned with state
standards and support our students reaching those standards. All
Washington students have access to the core curriculum and are provided
standards based instructional materials in all content.

In each curricular area the *Framework for California Schools* guides
decisions regarding instructional objectives, instructional practices,
and assessment instruments. In mathematics and language arts teachers
utilize a pacing chart to help use the instructional materials
effectively to address the standards. District trimester assessments are
aligned with those pacing charts. In language arts, via the district
*Comprehensive Literacy Program,* in mathematics, via math facilitator
meetings and newsletters, and in English language development, via the
*English Learner Handbook*, recommendations are made for grouping
strategies, teaching resources, and assessment practices.

A learning plan with a **'**pyramid of interventions' is designed to
meet the needs of children who are at-risk or who have special needs and
are not demonstrating proficiency. These plans differentiate instruction
and learning activities, while providing support for students to be
successful in learning the standards**.** Individualized instruction;
grouping adjustments; changes in the daily schedule; additional
instruction from the teacher during or after the school day; tutoring
from students, parent volunteers and former teachers; learning aides;
changes in homework; or specific ideas for assistance from parents are
generated in these plans. Extended support and services beyond the
school day and school year are also provided to these students.

Student achievement is monitored closely**.** The classroom teacher;
grade level teachers at team meetings; the Student Study Team; and the
principal's review of progress reports, report cards, Class Record
Sheets, and student performance levels on district trimester assessments
provide a school wide practice of paying attention to at-risk and
special needs students.

Instruction for 92 English learners occurs in SEI and ELD classrooms.
All English learner students learn English and content through programs
that focus on active participation by the student and with instruction
from teachers with credentials in language development. Structured
English Immersion and ELD programs identify the various stages of
specialized English instruction, including appropriate instructional
techniques, assessments, materials, and approaches that support
proficiency in communication and academic achievement of all English
learners.

Differentiating instruction, compacting the curriculum and providing
complexity, depth, and novelty, while addressing the content standards,
accomplish meeting the special needs of advanced and GATE students**.**

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

The English/Language Arts content standards established in California
define specific knowledge that is expected of students at each grade
level and reading and language skills in which they should be
proficient. The reading curriculum, *[A Legacy of
Literacy,]{.underline}* (Houghton Mifflin), is a systematic approach to
teaching the essential elements of reading and literacy and is aligned
with state content standards. Word attack skills, vocabulary
development, phonemic awareness, spelling, and reading fluency are
addressed in literature selections in the reading textbooks. Reading
comprehension skills that include recalling, sequencing, summarizing,
making inferences, predicting, and drawing conclusions are addressed in
the literature pieces. Content area selections that are related to each
literature selection are also included. Effective teaching practices,
teaching resources, grouping strategies and assessment instruments are
included in the reading curriculum and are consistent with those found
in the district's *Comprehensive Literacy Program* (K-6).

All students at Washington are taught using the grade-level text during
whole-class reading instruction and then receive reinforcement or
enrichment and extension during small-group reading instruction. A
variety of reading materials, guided reading books, and novels provide
students with the reading resources to improve their comprehension
skills and supplement the core reading program. Teachers at each grade
level meet monthly to assess student reading performance and to address
the needs of those students who are not demonstrating proficiency in
reading.

A school wide reading incentive program supports the reading curriculum
and improves reading achievement at Washington. This program encourages
students to read and develop a love for literature and is especially
important for our students who are struggling with reading. The
computer-based reading program, *Reading Counts*, develops reading
fluency, pace and comprehension while tracking individual student
reading levels and progress through quizzes that measure comprehension.
Students receive rewards for the amount of reading they do and the
comprehension they demonstrate. The library media center supports the
reading curriculum and *Reading Counts* as each student is able to visit
the library regularly for reading material. Last year, each student
checked out an average of 43 books.

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

Washington's mission is focused on student learning and the achievement
of grade level content standards. Learning well the essential skills and
knowledge of mathematics is an important element of this mission. The
Washington staff believes students must understand mathematics
procedures, develop conceptual understanding, and be able to problem
solve in order to demonstrate mathematics proficiency.

Washington teachers provide engaging and structured instruction in
mathematics that focuses on these essential skills and knowledge. The
California Mathematics Content Standards are the foundation for
instruction at all grade levels. The mathematics curriculum is a balance
of conceptual understanding, computational and procedural skills, and
problem solving. Students at each grade level receive instruction that
incorporates the five mathematical strands of algebra and functions,
number sense, geometry and measurement, statistics, data analysis and
probability, and mathematical reasoning. Students are provided with
learning activities that teach and reinforce computational proficiency,
expand mathematics vocabulary, improve their ability to identify
patterns, and to help them understand how to accurately use data.

Because mathematics proficiency is such an important part of the school
mission, the staff works together to share responsibility for each
student's learning. Every month teachers at all grade levels meet to
identify key standards, to determine the essential learning that must
occur, and the assessments to be used to determine proficiency. In these
meetings teachers determine additional learning activities and support
to help those students who have not demonstrated mastery of grade level
standards.

Teachers at Washington recognize that students must capable in
mathematics. To have students learn important mathematical skills and
concepts well, and to be proficient with them, are a critical component
of Washington's mission and essential to the current and future success
of all students.

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

At Washington a multitude of learning activities and instructional
strategies are designed to strengthen individual student achievement by
addressing each child's learning needs. Students in all classrooms
receive instruction and learning activities that are directed to the
whole class, to small groups, or to individual students; groups are
flexible and cooperative; scaffolding for at-risk students and English
learners is provided; manipulatives enhance conceptual understanding;
and learning time is differentiated and maximized. It is not unusual to
see several different groups of students working simultaneously on
activities that are self-directed. Instruction engages students to think
and problem solve. Lessons in mathematics, language arts, social
studies, and science are often integrated.

Differentiation includes enrichment of content standards. Standards in
history/social studies and science are aligned with our grade level
study tours that each grade level participates in at least once a year.
Student periodicals are aligned to key standards and give students
non-fiction reading experiences. *Weekly Reader, Scholastic News,* and
*Studies Weekly* are used in many classrooms at different grade levels.
*Readers'* *Theatre* and *Writer's Workshop are* used in a number of
classrooms. Students at all grade levels participate in *Building Blocks
of Art* and *Great Works of Art* to enrich art education.

Clusters of English learners are grouped with clusters of gifted
students. In these classrooms, teachers expose all students to an
accelerated, complex, deep and novel curriculum, with instructional
strategies modified and learning activities altered to meet the needs of
English learners. Vocabulary development, visual aides, and graphic
organizers are provided for these students to improve their learning.
Resource Specialist Program (RSP) students are clustered together at
each grade level in one classroom with another small group of students
whose abilities are similar but who do not qualify for special education
services. The RSP teacher, and/or instructional aides spend time in
those classrooms working with their students on the regular education
curriculum. Differentiation occurs that is planned by the regular
education and the RSP teachers. Groupings are created that allow
students who do not receive special education services to benefit from
the instructional support and the modified learning activities.

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

The Washington staff works together and shares responsibility for each
of our students learning the standards and benchmarks. Teachers
representing different grade levels are trained as trainers in the
language arts adoption. Two teachers serve in the same capacity for the
science adoption. Teachers representing grades K-2, 3-4, and 5-6 serve
as math facilitators and attend professional development in grade level
content standards and the alignment of our mathematics curriculum.
Special education teachers received training in Project Read and share
that information with teachers who have RSP clusters or at grade level
planning meetings. The Student Study Team (SST) provides guidance and
assistance to teachers who are considering different intervention
strategies, including information about 504 learning plans. Bilingual
teachers are informed of district and state directions concerning the
English learner program and work to train teachers of English learners
and ensure the instructional program meets state standards. A teacher
trained in Reading Recovery provides guidance and instruction for
teachers with students not meeting reading proficiency levels.

Although teachers focus on grade level standards and benchmarks, when
they plan their instruction and evaluate student performance at team
planning times, at staff and team leader meetings teachers participate
in formal vertical articulation with those from other grade levels to
answer questions about student learning and instructional needs and
practices at other grade levels. Teams of teachers at different grade
levels work together on school wide effectiveness of the instructional
program, student achievement, and SMART goals. Collaboration meetings
occur for the teachers of special education students, English learner
students, and GATE students to broaden teacher knowledge of student
developmental needs in particular programs. Discussions about
curriculum, planning and pacing, lesson design, effective teaching and
learning, and assessments are influenced by current research and
educational literature.

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2001]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               84          77          81                      

  \% At or Above Proficient          50          37          52                      

  \% At Advanced                     14          10          29                      

  Number of students tested          98          106         86                      

  Percent of total students tested   100         95          100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [White]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               94          85          90                      

  \% At or Above Proficient          65          50          63                      

  \% At Advanced                     27          15          42                      

  Number of students tested          34          46          38                      

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               78          76          74                      

  \% At or Above Proficient          33          24          41                      

  \% At Advanced                     6           4           15                      

  Number of students tested          51          49          39                      

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               76          77          66                      

  \% At or Above Proficient          38          23          25                      

  \% At Advanced                     7           4           9                       

  Number of students tested          45          48          32                      

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               68          63          61                      

  \% At or Above Proficient          36          32          32                      

  \% At Advanced                     12          9           10                      

  State Mean Score                   332         324                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

***Note To Reader:***

The California English-Language Arts and Mathematics Standards Test
(CST) results displayed for all students, Hispanic, White, and Low SES
status students for grades 2 through 6 for 2001-2003 can be found at the
following California Department of Education web site:
\<http://star.cde.ca.gov\>.

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2001]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               81          66          57                      

  \% At or Above Proficient          50          43          33                      

  \% At Advanced                     25          20          10                      

  Number of students tested          113         92          112                     

  Percent of total students tested   100         98          100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [White]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               84          87          76                      

  \% At or Above Proficient          62          54          50                      

  \% At Advanced                     38          35          18                      

  Number of students tested          50          37          38                      

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               76          49          40                      

  \% At or Above Proficient          39          35          14                      

  \% At Advanced                     13          6           2                       

  Number of students tested          54          49          58                      

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               80          48          44                      

  \% At or Above Proficient          39          25          18                      

  \% At Advanced                     18          0           2                       

  Number of students tested          51          40          50                      

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               63          64          59                      

  \% At or Above Proficient          33          34          30                      

  \% At Advanced                     10          11          9                       

  State Mean Score                   324         324                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2001]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               84          73          78                      

  \% At or Above Proficient          43          35          48                      

  \% At Advanced                     28          17          12                      

  Number of students tested          101         117         121                     

  Percent of total students tested   100         91          100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [White]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               92          88          87                      

  \% At or Above Proficient          59          59          56                      

  \% At Advanced                     49          37          18                      

  Number of students tested          39          41          63                      

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               75          61          61                      

  \% At or Above Proficient          32          14          32                      

  \% At Advanced                     11          4           5                       

  Number of students tested          53          56          44                      

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               71          62          63                      

  \% At or Above Proficient          19          17          31                      

  \% At Advanced                     8           6           4                       

  Number of students tested          48          47          48                      

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               74          71          66                      

  \% At or Above Proficient          39          36          33                      

  \% At Advanced                     15          14          11                      

  State Mean Score                   339         333                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2001]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               71          77          72                      

  \% At or Above Proficient          35          38          36                      

  \% At Advanced                     16          13          10                      

  Number of students tested          129         127         125                     

  Percent of total students tested   100         99          100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [White]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               89          84          86                      

  \% At or Above Proficient          57          54          56                      

  \% At Advanced                     32          20          18                      

  Number of students tested          44          69          50                      

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               57          67          63                      

  \% At or Above Proficient          13          12          19                      

  \% At Advanced                     0           2           5                       

  Number of students tested          61          42          59                      

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               59          59          47                      

  \% At or Above Proficient          18          13          20                      

  \% At Advanced                     6           0           2                       

  Number of students tested          49          46          45                      

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               72          71          66                      

  \% At or Above Proficient          36          31          28                      

  \% At Advanced                     10          9           7                       

  State Mean Score                   332         328                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2001]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               83          73          74                      

  \% At or Above Proficient          47          40          40                      

  \% At Advanced                     19          15          15                      

  Number of students tested          135         129         137                     

  Percent of total students tested   100         97          100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1-. [White]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               88          80          82                      

  \% At or Above Proficient          64          61          57                      

  \% At Advanced                     27          30          25                      

  Number of students tested          77          54          68                      

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               79          64          61                      

  \% At or Above Proficient          21          19          13                      

  \% At Advanced                     5           3           2                       

  Number of students tested          43          58          54                      

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               74          54          60                      

  \% At or Above Proficient          21          26          10                      

  \% At Advanced                     2           7           0                       

  Number of students tested          42          46          48                      

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               71          66          67                      

  \% At or Above Proficient          36          30          31                      

  \% At Advanced                     13          9           8                       

  State Mean Score                   332         323                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2002]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               86          86                                  

  \% At or Above Proficient          68          54                                  

  \% At Advanced                     35          21                                  

  Number of students tested          98          110                                 

  Percent of total students tested   100         99                                  

  Number of students excluded        0           0                                   

  Percent of students excluded       0           0                                   

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [White]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               100         89                                  

  \% At or Above Proficient          79          67                                  

  \% At Advanced                     53          33                                  

  Number of students tested          34          45                                  

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               77          85                                  

  \% At or Above Proficient          59          43                                  

  \% At Advanced                     22          11                                  

  Number of students tested          51          54                                  

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               80          80                                  

  \% At or Above Proficient          58          42                                  

  \% At Advanced                     27          10                                  

  Number of students tested          45          50                                  

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               76          68                                  

  \% At or Above Proficient          53          43                                  

  \% At Advanced                     24          16                                  

  State Mean Score                   357         343                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2002]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               85          71                                  

  \% At or Above Proficient          67          54                                  

  \% At Advanced                     38          32                                  

  Number of students tested          123         93                                  

  Percent of total students tested   100         99                                  

  Number of students excluded        0           0                                   

  Percent of students excluded       0           0                                   

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [White]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               88          89                                  

  \% At or Above Proficient          76          76                                  

  \% At Advanced                     56          49                                  

  Number of students tested          50          37                                  

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               79          56                                  

  \% At or Above Proficient          55          38                                  

  \% At Advanced                     21          18                                  

  Number of students tested          54          50                                  

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               86          60                                  

  \% At or Above Proficient          62          30                                  

  \% At Advanced                     28          15                                  

  Number of students tested          51          40                                  

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               71          65                                  

  \% At or Above Proficient          46          38                                  

  \% At Advanced                     19          12                                  

  State Mean Score                   344         332                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2002]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               80          71                                  

  \% At or Above Proficient          57          39                                  

  \% At Advanced                     29          21                                  

  Number of students tested          101         127                                 

  Percent of total students tested   100         98                                  

  Number of students excluded        0           0                                   

  Percent of students excluded       0           0                                   

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [White]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               92          86                                  

  \% At or Above Proficient          74          62                                  

  \% At Advanced                     41          38                                  

  Number of students tested          39          42                                  

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               70          57                                  

  \% At or Above Proficient          45          20                                  

  \% At Advanced                     21          8                                   

  Number of students tested          53          65                                  

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               67          58                                  

  \% At or Above Proficient          40          25                                  

  \% At Advanced                     19          12                                  

  Number of students tested          48          52                                  

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               72          67                                  

  \% At or Above Proficient          45          37                                  

  \% At Advanced                     18          13                                  

  State Mean Score                   344         332                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2002]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               78          71                                  

  \% At or Above Proficient          55          47                                  

  \% At Advanced                     22          19                                  

  Number of students tested          129         128                                 

  Percent of total students tested   100         100                                 

  Number of students excluded        0           0                                   

  Percent of students excluded       0           0                                   

                                                                                     

  SUBGROUP SCORES                                                                    

  1 [White]{.underline} (specify                                                     
  subgroup)                                                                          

  \% At or Above Basic               93          73                                  

  \% At or Above Proficient          73          54                                  

  \% At Advanced                     46          29                                  

  Number of students tested          44          70                                  

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               66          71                                  

  \% At or Above Proficient          36          38                                  

  \% At Advanced                     8           7                                   

  Number of students tested          61          42                                  

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               59          59                                  

  \% At or Above Proficient          35          24                                  

  \% At Advanced                     8           2                                   

  Number of students tested          49          46                                  

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               61          59                                  

  \% At or Above Proficient          35          29                                  

  \% At Advanced                     10          7                                   

  State Mean Score                   332         323                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

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

Edition/publication year [2002]{.underline} Publisher [California
Department of Education]{.underline}

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

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

  Testing month                      May         May         May                     

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               79          76                                  

  \% At or Above Proficient          48          50                                  

  \% At Advanced                     22          18                                  

  Number of students tested          135         131                                 

  Percent of total students tested   100         98                                  

  Number of students excluded        0           0                                   

  Percent of students excluded       0           0                                   

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [White]{.underline} (specify                                                   
  subgroup)                                                                          

  \% At or Above Basic               83          86                                  

  \% At or Above Proficient          58          69                                  

  \% At Advanced                     34          31                                  

  Number of students tested          77          55                                  

  2\. [Hispanic]{.underline}                                                         
  (specify subgroup)                                                                 

  \% At or Above Basic               74          66                                  

  \% At or Above Proficient          33          32                                  

  \% At Advanced                     7           5                                   

  Number of students tested          43          59                                  

                                                                                     

  3\. [Low SES (NSLP)]{.underline}                                                   
  (specify subgroup)                                                                 

  \% At or Above Basic               71          64                                  

  \% At or Above Proficient          29          28                                  

  \% At Advanced                     2           6                                   

  Number of students tested          42          47                                  

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               64          62                                  

  \% At or Above Proficient          34          32                                  

  \% At Advanced                     10          10                                  

  State Mean Score                   331         328                                 
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS**

**REFERENCED AGAINST NATIONAL NORMS**

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

Grade [2]{.underline} Test [Stanford Achievement Test (SAT9) -- Total
Mathematics]{.underline}

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

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

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

(Percentiles corresponding to the average NCE scores.)

SAT9 SAT9 SAT9

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

  Testing month                                                    May              May              May

  **SCHOOL SCORES**                                                                                  

  Total Score                                                      64               46               47

  Number of students tested                                        90               120              112

  Percent of total students                                        100              100              100
  tested                                                                                             

  Number of students excluded                                      0                0                0

  Percent of students excluded                                     0                0                0

  SUBGROUP SCORES                                                                                    

  1\. [White]{.underline}                                     79               66               58   
  (specify subgroup)                                                                                 

  Number of students tested                                   38               39               60   

  2\. [Hispanic]{.underline}                                  51               32               37   
  (specify subgroup)                                                                                 

  Number of students tested                                   43               66               36   

  3\. [Low SES                                                43               33               30   
  (NSLP)]{.underline} (specify                                                                       
  subgroup)                                                                                          

  Number of students tested                                   36               50               36   
  ----------------------------- -- ----------- -- ----------- ---- ----------- ---- ----------- ---- -----------

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

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

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

***Note To Reader:***

The SAT9 test results displayed for all students and Low SES status
students for grades 2 through 6 for the years of 1999-2001 can be found
at the following California Department of Education web site:
\<<http://star.cde.ca.gov/>\>. For Hispanic students, the reviewer
should select Stanford 9 "Additional Demographic Reports (1999-2002)"
and then the year (1999, 2000, and 2001). Then select Hispanic students
for each year. The mean scaled scores were converted to national
percentile scores using the Stanford Achievement Test (9t^h^ Edition)
Norms manual (The Psychological Corporation, 1997).

**SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS**

**REFERENCED AGAINST NATIONAL NORMS**

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

Grade [3]{.underline} Test [Stanford Achievement Test (SAT9) -- Total
Mathematics]{.underline}

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

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

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

(Percentiles corresponding to the average NCE scores.)

SAT9 SAT9 SAT9

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

  Testing month                                                    May              May              May

  **SCHOOL SCORES**                                                                                  

  Total Score                                                      57               64               58

  Number of students tested                                        130              116              114

  Percent of total students                                        100              100              100
  tested                                                                                             

  Number of students excluded                                      0                0                0

  Percent of students excluded                                     0                0                0

  SUBGROUP SCORES                                                                                    

  1\. [White]{.underline}                                     79               73               74   
  (specify subgroup)                                                                                 

  Number of students tested                                   41               62               45   

  2\. [Hispanic]{.underline}                                  39               53               47   
  (specify subgroup)                                                                                 

  Number of students tested                                   70               40               56   

  3\. [Low SES                                                40               44               43   
  (NSLP)]{.underline} (specify                                                                       
  subgroup)                                                                                          

  Number of students tested                                   60               43               31   
  ----------------------------- -- ----------- -- ----------- ---- ----------- ---- ----------- ---- -----------

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

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

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS**

**REFERENCED AGAINST NATIONAL NORMS**

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

Grade [4]{.underline} Test [Stanford Achievement Test (SAT9) -- Total
Mathematics]{.underline}

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

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

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

(Percentiles corresponding to the average NCE scores.)

SAT9 SAT9 SAT9

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

  Testing month                                                    May              May              May

  **SCHOOL SCORES**                                                                                  

  Total Score                                                      67               59               58

  Number of students tested                                        122              131              126

  Percent of total students                                        100              100              100
  tested                                                                                             

  Number of students excluded                                      0                0                0

  Percent of students excluded                                     0                0                0

  SUBGROUP SCORES                                                                                    

  1\. [White]{.underline}                                     78               74               73   
  (specify subgroup)                                                                                 

  Number of students tested                                   63               53               60   

  2\. [Hispanic]{.underline}                                  57               49               40   
  (specify subgroup)                                                                                 

  Number of students tested                                   45               60               50   

  3\. [Low SES                                                51               36               42   
  (NSLP)]{.underline} (specify                                                                       
  subgroup)                                                                                          

  Number of students tested                                   49               41               49   
  ----------------------------- -- ----------- -- ----------- ---- ----------- ---- ----------- ---- -----------

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

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

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS**

**REFERENCED AGAINST NATIONAL NORMS**

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

Grade [5]{.underline} Test [Stanford Achievement Test (SAT9) -- Total
Mathematics]{.underline}

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

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

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

(Percentiles corresponding to the average NCE scores.)

SAT9 SAT9 SAT9

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

  Testing month                                                    May              May              May

  **SCHOOL SCORES**                                                                                  

  Total Score                                                      65               59               60

  Number of students tested                                        127              130              105

  Percent of total students                                        100              100              100
  tested                                                                                             

  Number of students excluded                                      0                0                0

  Percent of students excluded                                     0                0                0

  SUBGROUP SCORES                                                                                    

  1\. [White]{.underline}                                     76               75               73   
  (specify subgroup)                                                                                 

  Number of students tested                                   50               62               63   

  2\. [Hispanic]{.underline}                                  57               42               38   
  (specify subgroup)                                                                                 

  Number of students tested                                   61               50               31   

  3\. [Low SES                                                52               39               30   
  (NSLP)]{.underline} (specify                                                                       
  subgroup)                                                                                          

  Number of students tested                                   47               53               25   
  ----------------------------- -- ----------- -- ----------- ---- ----------- ---- ----------- ---- -----------

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

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

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS**

**REFERENCED AGAINST NATIONAL NORMS**

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

Grade [6]{.underline} Test [Stanford Achievement Test (SAT9) -- Total
Mathematics]{.underline}

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

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

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

(Percentiles corresponding to the average NCE scores.)

SAT9 SAT9 SAT9

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

  Testing month                                                    May              May              May

  **SCHOOL SCORES**                                                                                  

  Total Score                                                      68               70               69

  Number of students tested                                        139              110              135

  Percent of total students                                        100              100              100
  tested                                                                                             

  Number of students excluded                                      0                0                0

  Percent of students excluded                                     0                0                0

  SUBGROUP SCORES                                                                                    

  1\. [White]{.underline}                                     80               81               81   
  (specify subgroup)                                                                                 

  Number of students tested                                   67               66               65   

  2\. [Hispanic]{.underline}                                  55               51               54   
  (specify subgroup)                                                                                 

  Number of students tested                                   53               32               52   

  3\. [Low SES                                                46               33               42   
  (NSLP)]{.underline} (specify                                                                       
  subgroup)                                                                                          

  Number of students tested                                   50               24               37   
  ----------------------------- -- ----------- -- ----------- ---- ----------- ---- ----------- ---- -----------

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

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

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------