##### REVISED 3/10/06

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
[x]{.underline} ­ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Shaun McElroy]{.underline}

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

Official School Name [Stone Valley Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [3001 Miranda Avenue]{.underline}

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

[Alamo CA 94507-1646]{.underline} City State Zip Code+4 (9 digits total)

County [Contra Costa County]{.underline} State School Code Number\*[07
61804 6005144]{.underline}

Telephone [(925) 552-5640]{.underline} Fax [(925) 838-5680]{.underline}

Website/URL [www.svms.srvusd.k12.ca.us]{.underline} E-mail
[smcelro@srvusd.net]{.underline}

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

Date [February 9, 2006]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Robert Kessler]{.underline}

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

District Name [San Ramon Valley Unified School District]{.underline}
Tel. [(925) 552-5500]{.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 [Mr. Bill Clarkson]{.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**

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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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: 21 Elementary schools

7 Middle schools

6 Junior high schools

4 High schools

Other

38 TOTAL

2\. District Per Pupil Expenditure: \$6300

Average State Per Pupil Expenditure: \$6919

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

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

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

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

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**       127       98          225

  **K**                                                     **8**       123       111         234

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       125       98                     223                                            

                                    **TOTAL                                                   682
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [87]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year: 0%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

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

  **(2)**                   Number of students who      -3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    5
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 682
                            the school as of October 1  

  **(5)**                   Total transferred students  0.007
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           0
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: 0%

Total Number Limited English Proficient 2

Number of languages represented: 17

Specify languages: English, Spanish, Korean, Tagalog, Mandarin,
Japanese, Arabic, Farsi, French,\
German, Greek, Hindi, Russian, Urdu, Polish, Swedish, Telugu

9\. Students eligible for free/reduced-priced meals: 0%

Total number students who qualify: 8

> If this method does not produce an 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: 0%

682 Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[4]{.underline} Autism [2]{.underline} Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [25]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [14]{.underline} Speech or Language
Impairment

[3]{.underline} Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation [3]{.underline} Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) 2 1

Classroom teachers 24 6

Special resource teachers/specialists 2

Paraprofessionals 4

> Support staff 5 3
>
> Total number 33 14

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers: 29:1

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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  97%         97%         97%         96%         96%

  Daily teacher attendance  97%         95%         95%         96%         97%

  Teacher turnover rate     \<1%        \<1%        \<1%        \<1%        \<1%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Stone Valley Middle School, home of the PRIDE: a place where students
and staff demonstrate **[P]{.underline}**ersonal responsibility,
**[R]{.underline}**espect, **[I]{.underline}**ntegrity,
**[D]{.underline}**ependability and **[E]{.underline}**ffort. We are
located in Alamo, California and serve the surrounding areas from the
northern end of Danville to the southern end of Walnut Creek and all of
Alamo. Stone Valley was established in 1950 as an elementary school.
However, during the 1987 adoption of *"Caught in the Middle*" the school
converted to the 6, 7, 8 grade level configuration and remains a "true"
middle school today. Although Stone Valley is part of a large suburban
school district, the "feel" of our community is similar to that of a
small town. We have a small student population of 682 students, which
allows students and staff to become very familiar with one another, and
no student remains anonymous on our campus. Stone Valley students are
bright and motivated with approximately 97% of our high school graduates
attending college.

The staff at Stone Valley has a deep sense of commitment for middle
school students and a passion for their subject matter. All teachers
adhere to CA State Content Standards to guide instruction in all
disciplines. Students and teachers build a three-year relationship that
fosters emotional and intellectual growth. We have implemented
early-release Wednesdays to allow for further staff development, to
regularly assess the needs of our students, and to articulate with
feeder/destination schools as well as other middle schools to evaluate
our educational programs. Our Staff Development Committee in
coordination with our School Site Council works as a governing body to
create/review our SPSA. We are committed to supporting the No Child Left
Behind Act and offer a variety of programs to address students at all
performance levels. Teachers also have common planning times to discuss
and develop curriculum. Students take an active role in the school
community by participating in four service groups: leadership,
California Junior Scholarship Federation, WEB, and Super S.T.A.R.S. Our
commitment to academic excellence is evidenced in our 17-point increase
(884) of our API score, placing us in the top 10% of schools across the
state.

Parents are involved in a variety of school functions, including the
typical school events such as driving/chaperoning for field trips, doing
yard duty during lunch, and working in the library. Parents also sponsor
major community events each year including a Back-to-School Pizza Night
in the fall and an Open-House BBQ in the spring; over 500 parents,
students, and staff attend each of these events. These events are a
great way to start/end the school year and give parents and students the
chance to visit with staff. The Back-to-School Pizza Night also allows
the principal to introduce new staff and share the annual goals in a
fun, social environment. The PTA also puts on a Ladies Luncheon attended
by over 100 mothers from our school which funds our curriculum support
fund. The Stone Valley Education Fund supports the reduction of class
sizes in the English/Language Arts and math classes by funding nineteen
additional classes. Additionally, the Education Fund provides for the
purchase of technology hardware and software for staff, which provides
for two state of the art technology labs on campus.

The Alamo/Danville community supports the school through the Alamo Music
Festival held each September to support each local school's music
program. The Education Fund hosts the "Art Under the Stars" fundraiser
where local artists sell art of every medium and donate 50% of the
profits to the school. The two local Rotary clubs, Danville/Sycamore and
Alamo, honor one teacher and one student each semester at a catered
luncheon attended by families of the honorees, local rotary members, and
the school principal. The teacher and student each receive a framed
certificate and cash award. The Alamo Rotary also provides \$1000
dollars annually to the library. The San Ramon Valley Education Fund
sponsors the annual Primo's Run for Education, which generates funds for
music and drama programs as well as school grants.

Stone Valley is a sought-after community because of our uniqueness in
that 100% of our faculty is dedicated to the social, emotional, and
intellectual growth of our students. Parents, teachers, and staff are
committed to nurturing a community of learners who value education and
are prepared for citizenship in a diverse world.

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

**[Assessment Results]{.underline}:** All Stone Valley students take the
criterion-referenced California Standards Tests (CST) and when
appropriate the California Alternate Performance Assessment (CAPA),
which comprise the state-mandated STAR assessment program. In addition,
all 7^th^ graders take the norm-referenced California Achievement Tests
(CAT6). Based on the results, Stone Valley met state Academic
Performance Index (API) growth targets and federal Adequate Yearly
Progress (AYP) criteria for both English/language arts (ELA) and
mathematics in 2005. The state has set 800 on a scale of 200 to 1000 as
the API performance target that schools should strive to meet. Stone
Valley's API score for 2005 was 884, an increase of 17 points over our
2004 API of 867, placing us in the top 10% of schools across the state.
(Additional information on California's assessment system can be found
at [www.cde.ca.gov](http://www.cde.ca.gov/).)

The CST shows how students are doing in relation to the California state
standards. Student scores are recorded as performance levels: Advanced
(exceeding standards); proficient (meeting standards); Basic
(approaching standards); Below Basic (below standards); and Far Below
Basic (well below standards). All 6^th^, 7^th^, and 8^th^ graders take
the CST in ELA. 2005 results on the CST show that on average our 6^th^
and 7^th^ grade students show at least a 4% increase in students scoring
proficient or above. From 2003 to 2004 the number of 8^th^ graders
scoring proficient or above increased by 5% and has since maintained
that increase. Student scores disaggregated by ethnicity show that 87%
of students identified as Asian scored proficient or above over the past
three years. Students identified with disabilities have shown a 10%
increase in those scoring proficient or above. These percentages show
significant improvement over past CST scores and speak to our ongoing
efforts to have all students meet or exceed standard.

All 6^th^ and 7^th^ graders take the CST in mathematics. 6^th^ and 7^th^
graders show an average 3% increase per year over the past three years
on the CST in mathematics. Eighth graders take the CST in General
Mathematics or Algebra 1. Of those taking the Algebra 1 test, 91% of
students scored proficient or above. Student scores disaggregated by
ethnicity show that 7^th^ grade students identified as Asian
consistently average 17 points higher than all other students.

Starting in 2005 the CAT6 only tested 7^th^ grade students. All Stone
Valley 7^th^ graders took the CAT6 in the areas of Reading, Language
Arts, and Math. The CAT6 shows the percentage of students scoring at or
above the NPR, or the national average score. Our students' average over
the past three years is above the 76 percentile. Students identified as
Asian consistently out-perform all other students on the CAT6 by 3% in
reading, 6% in Language Arts, and 9% in math.

All students take a district fall and spring writing assessment; 6^th^
graders take a district-wide benchmark writing assessment. In 2005, 76
percent of 6^th^ grade students scored at the Proficient level or above.
This data shows a 10% increase over 2004 in students meeting the
proficient level or above. All students take readiness tests for both
algebra and geometry and district-wide benchmark final exams in math.
Since 2001, when the state first identified Algebra 1 as the 8^th^ grade
course of study, the number of students meeting or exceeding standard
continues to increase each year. Assessment data from state-adopted
textbooks in math, spelling, reading, writing, ELD, world languages,
science, and history/social science provide important instructional
information for Stone Valley teachers to align lessons to state
standards. English language learners are assessed and monitored closely
via the California English Learner Development Test (CELDT).

Stone Valley's Single Plan for Student Achievement (SPSA) is developed
by all parts of the SVMS community and is the driving force used to help
implement our school vision and ensure students excel in the established
standards and benchmarks. The SPSA outlines programs, objectives, and
the outcomes for improvement activities in curriculum areas, school
climate, special needs, and professional climate and is updated annually
in the spring and fall with input from staff, parents, students,
administration, and community members. Annual goals are developed based
on a review of multiple sources of data, including our LEAP; District
goals; and disaggregated standardized data, such as achievement by ELD,
Gifted and Talented Education (GATE), gender, at-risk and/or special
education students. For example, one of the four district annual goals
is to "Reduce by 5% the total number of students District-wide who score
below the proficient level on the California English/Language Arts and
Mathematics Content Standards Test. ." We also review our AYP report
(which shows we are meeting all AYP components), API scores,
articulation feedback, and grade level assessment of student work
(district writing scores, district math scores, and classroom
assessment). This data analysis also provides information to set our
course for curriculum development and instructional practices. For
example, to give additional help to students identified as below
standard, we have implemented the following programs into our Single
Plan for Student Achievement: SUCCESS for each grade level (a one period
course to work on organization, study, and ELA skills), before and after
school study halls, Saturday remediation courses in math and ELA, and
Language! class for those basic or below in ELA.

**[Using Assessment Results]{.underline}:** A primary goal for both our
school and district is to have all students meeting or exceeding state
standards. In order to make this goal a reality, Stone Valley staff, at
the beginning of each school year, formally analyzes and discusses local
and state student and school testing data from the previous year to
target needed intervention for students not yet meeting standard and to
inform instruction for all students. This coupled with ongoing classroom
assessments measures progress toward achievement of standards and guides
instruction throughout the school year. Analysis of STAR data, results
of the CELDT, student work, district benchmark writes and the state STAR
seventh grade write, and the P.E. Fitness Gram test provide an
indication of yearly progress in multiple areas whereas classroom
assessments, both formative and summative, drive instructional decisions
on an ongoing basis. This data is further monitored and assessed
throughout the year in monthly department and grade level meetings and
in weekly staff adjusted Wednesday meetings (on adjusted Wednesdays
students are dismissed early to allow staff to focus on training or to
examine assessment data). In addition, each grade level department team
meets weekly to ensure that standards are being met in each classroom,
to coordinate planning, analyze student weaknesses and strengths, and to
share various teaching methods found successful in enhancing individual
needs and differentiating to meet the various abilities in a classroom.
To assist in our various meetings and ensure that each individual
student need is met, teachers in the beginning of the year, disaggregate
data by student characteristics and create a chart identifying which of
their students fall at basic or below basic levels as well as all
students that have Individual Educational Plans (IEP), 504 goals, ELD,
GATE, Student Study Teams (SST), below proficient on the district Spring
Write, summer school attendance, and/or previous D/F grades. SVMS
measures the efficacy of instruction student by student, and teachers
and administration meet monthly to discuss student progress towards
meeting standards.

One example of our ongoing assessment analysis was in math. In 2004 we
found that 42% of 7^th^ grade female students scored basic or below in
math, while only 29% of 7^th^ grade males scored basic or below. To
address this gap, we modified our SPSA to include reduced class sizes
(less than 27 students per class) for Algebra 1A, which allowed for more
one on one support for females. In 2005 our test scores reflected an
increase in math scores for female students, thus removing this
disparity.

**[Communicating Assessment Results]{.underline}:** Ongoing
communication between the classroom and the home is essential to be
successful in our vision. Teachers and administrators at monthly PTA,
Site Council, and Education Fund meetings share the results of student
achievement based on the STAR data, the state API, and the AYP. We also
have a school and district website for parents to access information
regarding SVMS including the School Accountability Report Card (SARC) as
well as teacher information. All families receive a weekly electronic
bulletin (Newsflash) on important information affecting our school and a
monthly newsletter (Roar) sent through the mail. The district also
publishes an online, monthly newsletter, *Inside Our Schools,* which
details school programs and assessment results. Individual STAR and
CELDT results are mailed to each child's parents along with information
for interpreting the data. The community can also view scores for the
district by school in the local newspaper and on the district website.
All teachers communicate grade level standards and benchmarks to parents
at Back to School Night as well as use Edline.net (an online site that
posts student grades weekly, support materials, assignments, and course
syllabi). Through Edline.net parents and students can track the everyday
activities in the classroom, as well as email teachers with questions
and/or concerns. Teachers also have voicemail so that parents may
request to speak directly to the teacher. Stone Valley also utilizes a
broadcast email system to notify parents quickly when there are
noteworthy events on campus or to report emergencies. Conferences with
students and parents formally take place for one week in both the fall
and spring to review progress towards proficiency on standards. In
addition, many teachers conference with parents as needed on a regular
basis.

**[Sharing Success:]{.underline}** To ensure the continued success of
our student's and to continue in our professional growth as a staff, we
find it critical to not only share and learn from our successes amongst
each other but to also collaborate with other schools in our area. To
accomplish this, we hold articulation meetings with all
feeder/destination schools to ensure that we continue to foster growth
with the students coming into our school, as well as measure
preparedness for our students moving on to high school. By collaborating
with the high school, we are able to assess how well our students are
prepared for high school. Our articulations continue to confirm that our
program is in line with the expectations of the high school. Evidence to
this can also be seen on the passing rate of our destination high
schools on the CAHSEE (98% in English/Language Arts and math). This year
our district-wide staff development trained all Core teachers on the
Columbia Writing project and is currently being implemented into all ELA
classes K-8. Science teachers also met on this day to match classroom
activities to state standards. For example, 6^th^ grade science teachers
identified specific standard(s) for each lesson taught during the school
year. Special Education teachers also attended the workshop for the
University of Columbia Teacher's College Reading and Writing Project.

Sixth grade staff meet with elementary feeder schools and 7^th^ and
8^th^ grade staff meet with the destination high school staff by
department to discuss standards and district-wide expectations for
entering middle and high school. This gives teachers the opportunity to
share programs and modify any changes necessary between grade levels.
For example, the ELA teachers compared short stories and novels read to
avoid duplication and to assure students meet grade level standards. The
administrative staff also meets with incoming 6^th^ grade parents in the
spring to discuss readiness and to orient them to the curriculum. Once a
month each grade level academic team and departments meet to align
curriculum with the knowledge and skills addressed in the state and
district standards (i.e. while students study criminology in science
they are learning about the judicial system in Core), analyze current
student assessment, and discuss current curriculum.

Language art and math leaders meet monthly to articulate with other
schools (elementary, middle, and high school) about curriculum
assessment materials and the students they serve. Our department
meetings are mixed grade levels, and we meet to share student work
samples and review grade level expectations. 6^th^ grade teachers,
administrators, counselor, and special education personnel meet with
elementary staff each spring to share ideas and promote positive student
transition. 7^th^ and 8^th^ grade teachers, administrators, counselor,
and special education personnel meet with the high school staff to share
ideas and ensure students are prepared to make the transition
successfully into high school. In addition to articulation for our
teachers, the administration is part of the Region 1 Principals network
which allows principals from school districts within the Alameda and
Contra Costa Counties to meet and discuss current issues affecting
schools as well as share new, innovative techniques that have been
successful with individual schools and/or districts. This year the same
network was started for all co-administrators.

**PART V -- CURRICULUM AND INSTRUCTION**

**[Curriculum:]{.underline}** A comprehensive core curriculum, based on
the California state content standards, is the foundation of all
instructional practices and materials used at our school. Differentiated
instruction ensures that every student, including ELL, GATE, special
education students, and regular education students receive a balanced
interdisciplinary education which includes all areas of English/language
arts, mathematics, history/social science, science, physical education,
as well as the various electives we offer including those in the areas
of foreign language and visual and performing arts. The curriculum is
enriched with fieldtrips ranging from China Town and plays in San
Francisco to opportunities for participation in educational travel over
spring break (Rome in 7^th^ grade and France or Washington D.C. in 8^th^
grade). We believe that opportunities to experience topics being
discussed in the classroom through hands-on activities bring curriculum
to life and further meet the developmental needs of middle school
students. All curriculum is driven by state adopted materials,
standardized testing, and individual classroom assessment to monitor
growth towards meeting standards.

Sixth grade students are enrolled in a three-period CORE class in
reading, language arts, and history that supports language development
by providing two full periods for literacy and the natural integration
of history with reading and writing. In the 7^th^ and 8^th^ grades,
students are enrolled in a two-period ELA and history class that
continues to build on the acquisition of language development in an
integrated cross-disciplinary setting. The state standards for 6^th^,
7^th^, and 8^th^ grades in ELA cover reading (word analysis, fluency,
and vocabulary development; comprehension with a focus on informal
materials; and literary response and analysis), writing (writing
strategies; writing applications; and written and oral language
conventions), and listening and speaking (listening and speaking
strategies and applications). The course of study of history/social
science begins in 6^th^ grade with investigation of the history and
geography of the world's first civilizations. The 7^th^ grade course of
instruction continues with the study of the history and geography of
medieval and early modern times. In 8^th^ grade, students study the
history of geography of the United States with an emphasis on growth and
conflict. History content standards at all grade levels stress social
science analysis skills.

Student placement in math is flexible and monitored throughout the year
allowing students to be in a math class that equals their academic
needs. The math curriculum for 6^th^ and 7^th^ grade covers number
sense, algebra functions, measurement and geometry, statistics (data
analysis and probability), and mathematical reasoning. Algebra is the
grade-level curriculum for 8^th^ grade and meets the first year
mathematics course credit for high school graduation, the University of
California, and California State University preparation requirements.
Students at all grades may be placed in advanced classes including
advanced algebra and geometry. Stone Valley also offers transitional
math classes and math lab for students who have difficulty in
pre-algebra and need remediation prior to moving on to Algebra 1.

The standards-based science curriculum provided rigorous instruction on
life, earth, and physical science and incorporates laboratory
investigation and experimentation to prepare students for high school
and postsecondary education. The 6^th^ grade course of study introduces
measurement and data collection through the study of earth science. In
7^th^ grade, students study how living things function, have changed,
and continue to change through the study of life science. Students in
the 8^th^ grade improve skills in graphing, analyzing data, and drawing
conclusions through the study of physics and chemistry.

World language courses provide standards-based instruction in Spanish
and French to 7^th^ and 8^th^ grade students. One year of 7^th^ grade
and one year of 8^th^ grade world language is the equivalent of one year
of high school world language if both courses are completed
successfully. Instruction at both grades focuses student learning on the
use of language for real world purposes in culturally appropriate ways.

The physical education program at Stone Valley provides students with
opportunities to participate in a variety of activities. Standards-based
course content includes health, fitness, and physiology. Students have a
variety of semester-long visual and performing arts electives where they
focus on artistic perception, creative expression, historical and
cultural context, aesthetic valuing, and connections, relations, and
applications.

**[English:]{.underline}** Our English program has its strong foundation
rooted in the District and State Standards and utilizes current research
as its instructional model to ensure the best practices for all
students. This year all ELA teachers were in-serviced in the strategies
of Columbia University's Teachers College Reading and Writing Project
and are currently in the process of implementing this program into all
ELA classes. This program supports students in meeting and exceeding
standards in reading and writing. In writing workshop, students learn to
observe their lives and the world around them, and to collect, draft,
revise, and publish well-crafted narrative and expository texts. In
reading workshops, students are explicitly taught the strategies and
habits of effective reading. Teachers present explicit instruction to
the whole group, small groups, and conference with individual students
to address their individual needs. This project is also conducive to
integrating ELA and history. One example of integration is that all
novels and many short stories are aligned with the time period covered
in history. Each grade level also uses teacher selected District core
diversity literature and classic literacy works such as
[Crispin]{.underline}, [Chinese Cinderella]{.underline} and [Call of the
Wild]{.underline} for skill building in the areas of comprehension,
literary analysis, literature appreciation, and sensitivity to
multiculturalism. In addition to required reading, each grade level
requires independent reading. Rather than restricting students to either
reading one book as a class or following a scripted curriculum to meet
test standards, Stone Valley teachers help students select books they
find interesting and best suited for their individual skill levels.
While this means students may be reading either ahead or behind their
classmates, the goal is to help them think critically about concepts
such as voice, character development, and historical content. Teachers
model and teach content at a high grade-level standard. Students read in
comprehension-leveled texts to practice and demonstrate grade-level
understanding, which allows students who read below grade-level to
improve and at or above grade-level readers to further challenge their
individual skills.

**[Mathematics]{.underline}:** In order to accomplish our vision of
challenging all students, Stone Valley provides a strong, balanced math
curriculum, based on the CA and district standards. The topics spiral to
reinforce skills as well as relate to real-world situations. Teachers'
instructional practices are based on the research found in [Principles &
Standards for School Mathematics]{.underline} and [Journal for Research
in Mathematics Education]{.underline}, by the National Council of
Teachers of Mathematics. Students are given an inventory test at the
beginning of each year to ensure they are appropriately placed by skill
level. In addition, 6^th^, 7^th^, and 8^th^ graders take a readiness
test through U.C. Berkeley. These tests break down each student's
strengths and weaknesses by standard and benchmark. Placement of
students is based on the above data as well as teacher recommendation.
This placement is flexible and frequently monitored and is adjusted as
needed. The math curriculum for 6^th^ and 7^th^ grade covers number
sense, algebra functions, measurement and geometry, statistics (data
analysis and probability), and mathematical reasoning. Algebra is the
grade-level curriculum for 8^th^ grade and meets course credit for both
high school graduation and the University of California and California
State University preparation requirements and is part of a two-year
program completed at high school. Students at all grades may be placed
in advanced classes including advanced algebra, a rigorous course that
completes the college prep requirement in one year. Stone Valley also
offers transitional math classes and a math lab for students who have
difficulty in math and need remediation in pre-algebra skills prior to
moving on to Algebra 1. Extra help is offered to all students through
sessions before and after school, peer tutoring, parent volunteers
providing individual attention, Saturday classes, and tutorial
technology for additional practice and explanation.

**[Instructional Methods]{.underline}**: SVMS recognizes that there are
many ways of reaching all students by differentiating instruction to
reinforce high standards in the diverse classroom. Depending upon the
objectives of specific lessons teachers select delivery models ranging
from teacher directed lessons and whole group instruction to
student-centered cooperative learning groups and individual learning.
Hands-on and experimental activities, science laboratories, long-term
projects, visual and oral presentations are all tools used to help
students meet grade level standards and academic requirements, and can
challenge students needing extensions and enrichment. Science and math
teachers use instructional strategies, which incorporate multi-media
visual stimuli and other technology in order to fully engage students in
the curriculum. Teachers assess students for learning styles in order to
provide assignments, projects, homework, and tests that address all
cognitive levels based on Bloom's Taxonomy. All teachers assign homework
to reinforce concepts introduced in class and to practice and extend
learning. Students also have opportunities to apply learning to the real
world. For example, students publish a monthly school newspaper, work
with real-life attorneys to prepare for a mock trial, and meet with
various local professionals at an annual career fair. Our GATE students
are clustered and provided with activities in all areas of curriculum to
create a challenge for the student. Our CLAD teacher, working with ELD
students, provides additional resources to those students needing
assistance. They have one period each day to work on language skills.
For example, students keep a notebook and record words and/or phrases
they do not understand throughout the day. The ELD teacher can then add
those words and/or phrases into their vocabulary program to ensure they
are following in-class directions and discussions. Teachers modify
assignments when needed for students with special needs.

**[Professional Development]{.underline}:** The SVMS community sees
learning as ongoing, so we are pursuers of "life-long learning".
Professional development lies at the heart of our high student
achievement, and the SRVUSD sets the stage for professional development
through the LEAP. In this district plan, the professional development
trail for all teachers leads from a large scale analysis of
standards-based student assessment results across the grade levels, to
identifying areas of focus to support students scoring below proficient,
to areas of focus for special populations including ELL, Special
Education, and GATE, and finally to instructional development workshops
and activities supporting the use of state and board approved
instructional materials. Examples of district-wide workshops for all
teachers include: the Columbia University's Teacher's College Reading
and Writing Project; BTSA support workshops on content standards and
differentiated instruction to meet the needs of all students in the
regular classroom; technology training on Windows 2000, Adobe Photoshop
and PageMaker, and various other presentation devices. Our district and
school process for planning professional development begins with
assessing data on our students, leading to professional development
directly supporting their needs, to instruction supported by our
professional development, and finally to the evaluation of student
progress to determine the success of our planning. Middle school
administrators are included in teacher workshops and all SRVUSD
administrators participate in yearlong discussion groups.

This year the focus is improving student achievement through teacher
observation and feedback while developing a deeper knowledge of the CA
Standards of the Teaching Profession. The principal and assistant
principal spend two to three days during the week visiting individual
classrooms. This allows the administration to provide teachers written
feedback on how they are meeting CSTP (California Standards for the
Teaching Profession) and helps to set agendas for SBCP days with a focus
on creating and maintaining effective environments for student learning.
Teachers and administration meet monthly to discuss student progress
towards standards. This year all staff received an introduction to CSTP
and wrote goals based on the CSTP. At semester teachers re-examined all
goals. This is now the focus of discussion at each monthly meeting when
school administrators report progress.

The SVMS staff professional development plan is successful because it
comes from staff, parent, and student input, is based on teacher and
student's assessed needs, is site-based, ongoing, implemented weekly,
has enabled our students to make steady achievement gains, and is fully
funded. Our entire staff has been trained in adjusted assignments and
the instructional strategies in [This We Believe]{.underline}*,* [Taking
Center Stage]{.underline}*,* and [Caught in the Middle]{.underline}. In
math, teachers have attended a workshop with Rachel MacAnallen to
increase the use of hands-on activities to better understand math
concepts and have implemented strategies from [Mathematics Teaching in
Middle School]{.underline}, which encourages ways to differentiate
instruction to help meet the needs of all students. This change in
instruction has resulted in a 7% reduction of students performing below
proficiency. Our coordinated, sustained, and ongoing professional
development has contributed to a seventeen-point increase in our API
score.

**PART VII - ASSESSMENT RESULTS**

Stone Valley Middle School

**STAR 2003, 2004, 2005**

**\*California Standards Test (CST)**

*(Numbers indicate percent of students)*

English Language Arts

  ----------------- ----------------- ----------------- -----------------
  **Grade 6**       **2005**          **2004**          **2003**

  Advanced          45                38                37

  Proficient &      80                76                79
  Above                                                 

  Number of         225               236               252
  Students Tested                                       

  Percent of total  99                99                100
  students tested                                       

  Number of         2                 0                 0
  students                                              
  alternatively                                         
  assessed                                              

  Percent of        1                 0                 0
  students                                              
  alternatively                                         
  assessed                                              
  ----------------- ----------------- ----------------- -----------------

  ----------------- ----------------- ----------------- -----------------
  **Grade 7**       **2005**          **2004**          **2003**

  Advanced          35                30                24

  Proficient &      81                77                78
  Above                                                 

  Number of         237               253               225
  Students Tested                                       

  Percent of total  100               100               100
  students tested                                       

  Number of         0                 0                 0
  students                                              
  alternatively                                         
  assessed                                              

  Percent of        0                 0                 0
  students                                              
  alternatively                                         
  assessed                                              
  ----------------- ----------------- ----------------- -----------------

  ----------------- ----------------- ----------------- -----------------
  **Grade 8**       **2005**          **2004**          **2003**

  Advanced          35                27                26

  Proficient &      72                72                67
  Above                                                 

  Number of         251               230               234
  Students Tested                                       

  Percent of total  100               100               100
  students tested                                       

  Number of         0                 0                 0
  students                                              
  alternatively                                         
  assessed                                              

  Percent of        0                 0                 0
  students                                              
  alternatively                                         
  assessed                                              
  ----------------- ----------------- ----------------- -----------------

\* More information available upon request.

Mathematics

  ----------------- ----------------- ----------------- -----------------
  **Grade 6**       **2005**          **2004**          **2003**

  Advanced          35                38                31

  Proficient &      83                76                73
  Above                                                 

  Number of         225               237               252
  Students Tested                                       

  Percent of total  99                100               100
  students tested                                       

  Number of         2                 0                 0
  students                                              
  alternatively                                         
  assessed                                              

  Percent of        1                 0                 0
  students                                              
  alternatively                                         
  assessed                                              
  ----------------- ----------------- ----------------- -----------------

  ----------------- ----------------- ----------------- -----------------
  **Grade 7**       **2005**          **2004**          **2003**

  Advanced          39                28                14

  Proficient &      73                68                65
  Above                                                 

  Number of         237               253               225
  Students Tested                                       

  Percent of total  100               100               100
  students tested                                       

  Number of         0                 0                 0
  students                                              
  alternatively                                         
  assessed                                              

  Percent of        0                 0                 0
  students                                              
  alternatively                                         
  assessed                                              
  ----------------- ----------------- ----------------- -----------------

  ----------------- ----------------- ----------------- -----------------
  **Grade 8**       **2005**          **2004**          **2003**

  Advanced                                              

  \*\*Proficient &  71                70                68
  Above                                                 

  Number of         247               228               227
  Students Tested                                       

  Percent of total  98                99                97
  students tested                                       

  Number of         0                 0                 0
  students                                              
  alternatively                                         
  assessed                                              

  Percent of        0                 0                 0
  students                                              
  alternatively                                         
  assessed                                              
  ----------------- ----------------- ----------------- -----------------

\*\* Composite scores for students taking CST General Math, CST Algebra
I and CST Geometry.