#####  *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle \_\_ High
\_**[X]{.underline}**\_ K-12

Name of Principal

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

Official School Name

(As it should appear in the official records)

School Mailing
Address\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 907 ) 822-3870]{.underline} Fax [( 907 )
822-3794]{.underline}

Website/URL E-mail

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\*

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

District Name Tel. [( 907 ) 822-3234]{.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

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *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**: \_\_[5]{.underline} \_
Elementary schools

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

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

\_\_[1]{.underline} \_ High schools

\_\_[1]{.underline} \_ Other

\_\_[7]{.underline} \_ TOTAL

2\. **District** Per Pupil Expenditure:
\_\_\_\_\_\_[\$9,294.00]{.underline}\_\_\_

Average **State** Per Pupil Expenditure: \_\_\_
[\$8,674.00]{.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
>
> \[ X \] Rural

4\. ­­\_\_[10]{.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**    1         1                      **2**        **7**       6         5           **11**

  **K**       2         5                      **7**        **8**       6         6           **12**

  **1**       2         8                      **10**       **9**       4         7           **11**

  **2**       5         4                      **9**        **10**      4         8           **12**

  **3**       6         5                      **11**       **11**      11        9           **20**

  **4**       3         6                      **9**        **12**      5         7           **12**

  **5**       3         7                      **10**       **Other**                         

  **6**       7         4                      **11**                                         

                                    **TOTAL                                                   **147**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. **Racial/ethnic composition** of [72]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

[25]{.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:
\_\_\_[15]{.underline}\_\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  9
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           13
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   22
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 147
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .15
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          15
  --------- -------------------------------------------- ------------------

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

\_\_ [0]{.underline} \_Total Number Limited English Proficient

Number of languages represented: \_\_[1]{.underline}\_\_

Specify languages: English

9\. **Students eligible for free/reduced-priced meals**:
\_\_[55]{.underline} \_\_\_%

Total number students who qualify: \_\_\_[79]{.underline} \_\_

10\. **Students receiving special education services**:
\_\_\_[16]{.underline}\_\_\_%

\_\_\_[23]{.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 \_[2]{.underline} \_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[5]{.underline} \_Specific Learning Disability

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

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_[1]{.underline}\_\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_[1]{.underline}\_\_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) \_\_\_[1]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[9]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

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

Paraprofessionals \_\_\_[4]{.underline}\_\_\_
\_\_\_\_[3]{.underline}\_\_\_

> Support staff \_\_\_[3]{.underline}\_\_\_
> \_\_\_\_[2]{.underline}\_\_\_
>
> Total number \_\_[17]{.underline} \_\_ \_\_\_\_[7]{.underline}\_\_\_

12\. **Average school student-"classroom teacher" ratio**:\_[15.9 to
1\_\_]{.underline}

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   92.1 %      91.8 %      91.8 %      92.6 %      91\. 7 %

  Daily teacher attendance\* 89%         89.8%       89.6%       91.3%       87.3%

  Teacher turnover rate      5 %         0 %         0 %         18 %        18 %

  Student dropout rate       1.6 %       1.9 %       0 %         1.9 %       1.8 %
  (middle/high)                                                              

  Student drop-off rate      7%          6%          8%          10%         10%
  (high school) \*\*                                                         
  -------------------------- ----------- ----------- ----------- ----------- -----------

> \*Daily teacher attendance determined by dividing number of days
> worked (including in-service days) by total number of days absent from
> classroom for *any* reason, including administrative and professional
> leave days, sick leave, and personal leave.
>
> \*\*Many families call the Copper River School District home during
> the summer months. As a result, Kenny Lake School has a few students
> who begin the school year in late August here at KLS and then leave
> the district to return to a home district for the remainder of the
> school year, often withdrawing in late September or early October.
> There is a significant discrepancy between the drop­-out rate and the
> drop-off rate due to this seasonal "migration."

14\. Show what the **students who graduated in Spring 2004** are doing
as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         |  \_\_[8]{. |
|                                                         | underline} |
|                                                         | > \_       |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_\      |
|                                                         | _[25]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\      |
|                                                         | _[25]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Found employment / currently working                    | > \_\      |
|                                                         | _[50]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > **100**  |
|                                                         | > %        |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Situated at the edge of the Wrangell-St. Elias National Park in
Southcentral Alaska, Kenny Lake School is among the state's most rural
road-system schools. With 140 students, 10 certified staff members, and
a support staff of seven, Kenny Lake School serves a K-12 student
population drawn from a 30-mile radius. There is a spirit of
individualism combined with a sense of commitment to family and
community in the Kenny Lake attendance area. Many homes are owner-built,
with friends often lending a helping hand during construction. Wells can
be very costly, so many families haul their household water from the two
community wells. Families hunt, fish, pick berries, and raise a great
deal of their food, storing it through the winter (with temperatures
often dipping to -50 F) in large freezers and root cellars. The school,
library, community hall, and local churches serve as hubs for social
activities.

On the first day of each school year, an assembly inspires students,
staff, and parents with an annual theme. "Pressing On," the 2004-05
theme, encourages students to "do their best, do what is right, and
speak the truth." Following the annual assembly, Marlene Roig---a Kenny
Lake homesteader and 30-year veteran of the KLS staff---rings an antique
school bell to signify the official start of the first day of school. It
is this kind of tradition and commitment to excellence that makes Kenny
Lake School such a unique and wonderful place for students, staff,
parents, and community members alike.

Along with our mission statement, the school's statements of belief hang
in the brightly-lit foyer, framed along with photographs of students,
staff, parents, and community members. Kenny Lake School's mission is
*to provide a safe atmosphere of support, concern, and acceptance where
academic excellence, virtuous character, parental and community
involvement, and a life-long love of learning are valued and nurtured.*
Our school exists to aide each student in developing his or her maximum
potential: intellectually, socially, physically, emotionally, and
morally. Teachers have most students for two or more years in combined
classes, enabling staff to provide individualized instruction for each
and every child. This attention to the *individual* is what truly sets
Kenny Lake apart as a school of excellence. The consistency of staff
members, combined grade-level classrooms, and close ties between school
and community result in individualized learning plans for each and every
student---not only on paper, but in the everyday reality of the
classroom, as well. Children here are not known by ID numbers,
socio-economic status, special education classification, or class
rankings; each and every child is known as a unique individual with
terrific gifts and talents. This sincere belief in the potential of
*every* child is what makes KLS so much more than just a place where
students come to learn.

While students at KLS may be isolated in terms of geography, they are
not lacking in terms of opportunities to experience activities and a
variety of coursework. Interactive television (ITV) links high school
students and faculty with district schools and the community college.
Students compete in local, district, and statewide Academic Pentathlon
and Decathlon, Geography and Spelling Bees, Battle of the Books,
oratorical contests, and Native Youth Olympics. A student council,
National Honor Society, National Junior Honor Society, and music honor
society foster leadership skills and encourage volunteer efforts among
students. The school choir, which includes more than half of the
students in grades 7-12, competes at regional and state. An itinerant
band teacher provides instruction in basic musicianship and a variety of
instruments. After-school music lessons help students excel on the
piano, violin, and guitar. An annual play or musical draws a
standing-room only crowd as students transform the school gymnasium into
a cultural center complete with music, poetry readings, book signings,
and art displays. History Fairs and Science & Math Expos are held on
alternating years to demonstrate and celebrate learning. The majority of
students participate in athletics, as well. Youth hockey, volleyball,
and basketball programs teach students basic skills and sportsmanship
and build team camaraderie from a very young age. At the junior/senior
high school levels, students participate in varsity hockey, volleyball,
basketball, and baseball, with the school's co-ed ice hockey and
baseball teams among the smallest in the state.

Excellence is everything at Kenny Lake School---from learning to read in
the primary grades to presenting evidence of readiness for graduation at
an annual community pot-luck dinner for seniors. Each and every
individual matters, and all of us---staff, students, parents, and
community---work together to ensure success.

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

Alaska's state reporting system describes a student's performance level
as Advanced, Proficient, Below Proficient, or Far Below Proficient, as
determined by annual performance on a criterion-referenced,
standards-based assessment. According to Alaska's standards, a student
**proficient** in English language arts (**reading and writing**) is
able to speak and write well; competently and thoughtfully read, listen,
and view literature and technical materials; identify and select from
multiple strategies to complete projects; think logically and
reflectively to present and explain positions based on relevant and
reliable information; and understand and respect the perspectives of
others. According to Alaska's **mathematics** standards, a proficient
student is able to understand math facts, concepts, principles, and
theories; understand, select, and use a variety of problem-solving
strategies; understand and use appropriate methods to define and explain
math relationships; use logic and reason to solve math problems; and
apply math concepts and processes to situations in and out of school.
Students scoring at the **advanced** level demonstrate exceptional
ability, while scores falling in the **below proficient** and **far
below proficient** ranges indicate students who have not yet mastered
requisite skills for a given set of standards.

Kenny Lake School's assessment results clearly illustrate a number of
important characteristics. First of all, the emphasis on strong,
well-articulated academic programs and consistent staffing are reflected
in our assessment scores. As readers and writers, KLS students are
highly successful. These key skills are at the forefront of learning in
our elementary grades. A consistent approach to literacy instruction and
an emphasis on reading and writing across the curriculum continue
through junior high and the high school grades. Students and teachers
K-12 use a common language with which they talk about reading and
writing; this stability and consistency result in deep learning and
mastery. In addition, our young mathematicians are supported by the use
of a common K-12 math program and substantial support through Title I
assistance, tutoring, and small class sizes. In the course of the last
few years, a heavy emphasis on "the basics" in literacy and math has
made a clear difference in assessment scores, with significant numbers
of students school-wide achieving at the advanced level.

One of the most exciting points illustrated by our assessment results is
that typically "disadvantaged" students---those categorized in
socioeconomic, disability, or minority subgroups---consistently reach
high achievement levels, consistently scoring at the advanced and
proficient levels. The level of support for each and every student at
KLS is huge: the school is here to provide academic support,
encouragement, counseling, food, shelter, and safety. Test scores
reflect this combination of emphases. For many of our disadvantaged
students, school is *much* more than a place where reading, writing, and
math happen. Regardless of background, prior experiences, or
disabilities, our students are told again and again that they *can*
achieve; when provided with appropriate support and constant
encouragement, they do indeed perform and succeed academically in ways
that sometimes surprise us all.

In addition, there is a direct correlation between a student's test
scores and his or her length of enrollment at KLS. In reviewing several
years' test scores for all of our students, it quickly becomes clear
that those with sporadic attendance have lower scores. Similarly,
students who are new to the school often have lower scores than their
peers, as well. Students who have been enrolled for at KLS for at least
two years are typically quite successful; those who have attended KLS
for the majority of their educational careers are overwhelmingly
successful on standardized assessments.

Tracking assessment results over a period of years also illustrates that
students who qualify for special education services at younger grades
are becoming independent learners by the time they are in junior high,
making it clear that support services for students with disabilities are
effective. All students, even those with severe needs, develop
strategies that allow them to be successful at the upper grades.

Please note that our small class sizes result in several subgroups with
only one or two students. While a quick glance at a subgroup score
showing 50% of students performing below the proficiency level may be
alarming, it is important to note that there may be only one student
accounting for that 50%. At Kenny Lake School, every "number" is a
student with an individualized intervention and support plan. On an
annual basis, the KLS staff creates "non-proficiency intervention plans"
for students who struggle in school, regardless of where those students
perform on standardized assessments. While assessment results offer an
academic snapshot of a student's abilities, there is a much larger
picture that we address in our educational efforts on a daily basis.

**How is assessment data used to understand and improve student and
school performance?**

Assessment data are much more than just a series of reports at Kenny
Lake School. One full day of in-service at beginning of each school year
is devoted to the review of our school-wide assessment results and the
creation of individualized intervention plans. Each August, we gather as
full staff to discuss the needs of each and every student on our K-12
roster. We review academic needs based on test scores and past school
performance to make decisions regarding class placement & scheduling,
homework support, and tutoring. We address physical needs in terms of
classroom accommodations, transportation to and from school and
activities, food, clothing, and shelter issues. We plan for students'
emotional needs, such as regular visits with the school counselor and
alternative placement allowing time/space to cool down. And finally, we
consider social needs and plan for mentoring and specific classroom
interventions.

Non-proficiency intervention plans are implemented during the first
quarter of the school year and reviewed with parents during quarter one
conferences. A section of the plan document itself addresses "at home"
interventions and support, outlining a home-school partnership to
support each student.

Collaborative development of each plan involves *all* teachers working
with that student. All teachers are responsible for implementing the
plan, as well. Input is also provided by students' past teachers to
facilitate smooth transitions from one classroom to the next.
Discussions occur as a full staff so that all can contribute and are
aware of the progress of every student in the school. Because our staff
remains tremendously stable, we believe it is important that all are
aware of how each student is developing and what to watch for when we
interact with students at all-school assemblies and events.

Students' plans and new assessment data are reviewed at semester time.
Again as a large group, we review the progress of *each* student in the
school. New students are identified as "on target" or in need of
intervention plans. Students with existing plans are reviewed: sometimes
it is determined the plan is no longer needed because the student has
overcome a specific challenge or hardship; other times revisions are
made if the original plan does not seem to be working. If a child who
was not identified at the beginning of the year is struggling, a plan is
developed for that child. Again, it is the focus on each individual
student at Kenny Lake that makes this careful analysis and application
of assessment results matter and has ultimately improved both student
and school performance.

**How does the school communicate student performance to parents,
students, and the community?**

The principal and staff at KLS take frequent opportunities to share
assessment information with students. School-wide writing assessments,
state benchmark exams, and national standardized tests are all seen as
critical components of students' learning, and students are encouraged
to *always* do their best. A school-wide theme each year relates to
academic success; as a result of this emphasis on excellence, students
value success on formal assessments as much as staff members do.
Celebrations to recognize student success include quarterly honors
assemblies, ice cream parties, and year-end awards nights.

The school is in regular communication with parents through letters and
fliers highlighting ways to help students be successful in school and
prepare for assessments. Every three weeks, students and parents receive
updated academic progress reports. Teachers also contact parents by
phone with progress updates, emphasizing successes in the classroom and
at school as well as offering ideas for intervention and support. A
critical section of each student intervention plan details home support.
If a parent does not attend parent-teacher conferences to review the
plan, contact is made by phone and mail until the signed document is
returned. It is imperative that parents know specifically how they can
support students.

The principal's report at monthly Parent Teacher Organization meetings
includes detailed information regarding the school's performance, along
with analysis of AYP results, and grade-level and subgroup assessment
results. *All* information related to our students' successes and
struggles is communicated frequently and clearly. The school sees itself
in partnership with parents, community members, and local agencies;
thus, it is important that they are aware of the school's performance.

The principal's report in our district newsletter and at district school
board meetings highlights student performance at KLS. In addition, our
school district & state publish a report card to the public, making
KLS's performance details available to a wider audience.

We believe very strongly that making students, parents, and community
members aware of the standards, the grade-level expectations, and our
students' goals as learners is key to academic success. At all grade
levels, in all content areas, students are aware of the target and are
involved in assessing their own progress through portfolios,
self-assessments, etc. Because they are aware, they are motivated to
succeed. Constant encouragement and support help every student at KLS to
believe in him or herself...and to realize that success is a
possibility.

**Describe how the school has shared and will continue to share its
successes with other schools.**

Nearly all members of the KLS teaching staff are involved in a variety
of professional endeavors related to district curriculum development and
training. From our teaching staff of nine, two teachers serve on the
Language Arts committee, two are on the curriculum review committee, and
two hold positions on the technology committee---during the 2004-05
school year alone. In addition, teachers from Kenny Lake are frequently
called upon to provide a variety of trainings for other staff in the
CRSD.

Our teachers attend professional conferences on the state, regional, and
national levels and present best practices developed at Kenny Lake,
using KLS student work as exemplars. Staff members hold memberships and
offices in state and national educational organizations; the vast
majority hold masters degrees; and a few serve on statewide committees
and panels. The successes we experience in our classrooms and with our
students are shared through professional writing in journal and
newspaper articles, presentations at conferences and meetings, and
through professional courses taken, taught and/or facilitated by KLS
staff members. Participation in active state and national consortiums
and education networks allows the school and its staff to share
successes and continually analyze, plan, and implement strategies for
improving teaching and learning.

From time to time, KLS teachers make site visits to other schools in the
CRSD and elsewhere in Alaska to mentor colleagues and demonstrate best
practices. Our school and district administration strongly believes that
working together (with teachers-teaching-teachers) and sharing expertise
will improve not only our own teachers' sense of professionalism, but
will also enhance learning in our classrooms here at Kenny Lake and
across the district and state. In addition, teachers from other schools
and districts occasionally visit KLS to observe, ask questions, interact
with students, and glean strategies for their own schools and
classrooms.

**PART V -- CURRICULUM AND INSTRUCTION *Describe the school's
curriculum. ***

**Reading**: Years of experience in teaching young children to read
combined with research and best practice create a highly effective
reading program for students in grades K-3. The vast majority of KLS
students are successful readers by the time they enter fourth grade. A
heavy emphasis on the development of critical skills in grades 4/5
prepares students for more intensive demands as readers in middle and
upper grades. Middle/high school courses focus on critical and
analytical reading of a variety of genres. A committed library aide
knows students and is able to hand-select appropriate material for each
reader.

**Writing:** KLS's K-12 staff utilizes Six Trait analytical strategies
and assessment to teach writing. Substantial training related to the Six
Trait approach provides our entire K-12 staff, including
paraprofessionals, with a common language for the teaching and
assessment of student writing. Consistency in staff and a commitment to
excellence in writing across the curriculum continues to be of great
importance. Teachers share strategies within the building and at
in-service trainings. We conduct an annual writing assessment as a
school, including all staff members in the scoring process, allowing us
to review a writing sample from each and every student; this information
is then used to develop an appropriate focus for grade-level and
content-area writing emphases.

**Math:** Saxon math has been used as the primary math curriculum
material in grades K-12 for the last several years. Teachers continue to
supplement with experience-based best practices and technology. Math
labs involve real-life application problems. Excellence in teaching and
consistency of materials and approach across grades combine to provide
students with strong math skills. Math-savvy support staff assists
struggling students with individual tutoring, allowing them to make
acceptable progress each year. New students are tested upon enrollment
so they can be appropriately placed in math classes with frequent review
of placements to ensure students opportunities to learn and progress
each year.

**Science:** Study of the sciences is strongly supported by our
geographic location---visits to hatchery, salmon project, hikes to bluff
with local geologists, and easy access to a national park right make
learning about sciences a practical experience. During alternating
years, students participate in a Science & Math Expo, a community event
at which students show what they have learned, develop and conduct
special experiments, teach math games, involve young children and adults
in simple labs, etc. Technology is an important element in science
curriculum and allows virtual dissection and field trips, for example,
making it possible for students to participate in activities for which
we don't have funds or resources.

**History / Social Studies:** While students are able to focus on social
studies as primary areas of inquiry at the various grade levels, the
study of society, history, culture is an important cross-curricular
focus from kindergarten through grade 12. Combined with the reading and
study of particular texts, inquiry units, and technology projects,
students learn about social studies topics through real-life
applications. Local history & culture components of the curriculum, with
speakers invited in on regular basis to tell stories, share artifacts,
etc. Online exchanges partner students from KLS with peers in other
parts of the state, nation, and world for conversations about cultural,
social, and historical topics.

**Foreign Language:** Spanish (our district-selected foreign language)
is offered annually via Interactive Television, with a few exceptions
based on student schedules and demand. Beginning next year, KLS will
implement the Rosetta Stone foreign language program, incorporating
online and video-supported learning with an on-site Spanish teacher.
Elementary students learn Spanish in conjunction with their weekly
studies. In the past several years, many exchange students have attended
Kenny Lake School, providing exposure to various foreign languages; this
year alone, Kenny Lake families are hosting four exchange students from
Germany, Spain, and Korea.

**Fine Arts:** At least two fine arts courses---including vocal and
instrumental music, visual arts, and drama---are offered annually. A
tremendously strong arts program exists in elementary classrooms thanks
to community volunteers. An annual dramatic production involves the
majority of high school students; an instrumental music program is led
by an itinerant district music teacher; and our vocal music program has
grown substantially over the last several years, currently including
half of our 7-12 grade students

**Technology and Vo-Tech Programs:** Beginning in kindergarten, students
begin learning with and about technology. We believe that technology can
support and enhance learning across grades and content areas. Computers
are used as tools for writing beginning in early grades, with
keyboarding beginning in K-1. Jr/Sr high school students participate in
a statewide digital filmmaking contest and demonstrate learning via
technology projects such as web sites, PowerPoints, digital movies,
digitally produced radio plays, etc. Technology-specific courses include
computer graphics, computer assisted drafting, computer business
applications. In addition, vocational-technical offerings include small
engines and industrial arts.

**Physical Education:** P.E. is required of all students in grades K-8
and is an elective offering for high school students. P.E. classes
feature a variety of games, sports, weight lifting, cross-country
skiing, and other activities. KLS participates in the Presidential
Physical Fitness program with many students achieving National &
Presidential each year. Students participate in a variety of sports,
such as elementary, junior high, and varsity volleyball and basketball;
co-ed varsity ice hockey team. After-school USA hockey teams are
supported by school, with students able to borrow gear and use free ice
time.

**Describe the elementary school's reading curriculum, including a
description of why the school chose this particular approach to
reading.**

It is nearly impossible to describe our elementary school's reading
program without talking about our writing program, as well: Kenny Lake
School views reading as writing and two halves of the literacy whole. In
grades K-3, students become readers through a balanced instructional
approach that combines phonics with guided reading, small and large
group instruction, skills-based support and enrichment, and individual
tutoring. Because of KLS's combined-grade classrooms, our K-1 and
2^nd^/3^rd^ grade teachers are able to closely monitor and support
individual readers in the primary grades. By the time students reach the
4^th^/5^th^ grade classroom, the vast majority are successful readers at
grade level or above. An emphasis on reading for enjoyment is emphasized
in grades four and five, with students developing avid reading
behaviors. For those students who continue to struggle with literacy
skills, individual tutoring and small-group support is available. In
sixth grade, the focus expands to encompass a greater emphasis on
reading and writing to learn. Content-area reading in science,
geography, history, and literature helps students develop the skills
they will need in jr/sr high coursework. In addition to nearly a century
of combined classroom experience, all five certified staff members who
work with elementary readers have extensive Lindamood Bell training, and
two staff members have done graduate-level work specific to the
development of balanced reading programs.

Reading to learn and reading for enjoyment are valued in our K-6
program. Our elementary students participate annually in the Battle of
the Books competition, with two of this year's three teams winning
district-level competitions. Parent and community volunteers generously
donate time to advise Battle of the Books teams and to work as volunteer
reading mentors with our students. Reading at Kenny Lake is "cool," and
our students understand the critical importance of literacy.

**Describe the secondary school's English language curriculum, including
efforts the school makes to improve the reading skills of students who
read below grade level.**

A variety of language arts courses for students in grades 7-12 provide
students with intensive opportunities to master basic skills and hone
abilities as readers and writers. Both the reading and writing strands
of the LA curriculum are firmly rooted in application-based experiences.
In order for students to become more competent readers, they must read;
to become effective writers, they must write. The discreet skills
necessary for mastery of these tasks are important, but so is an
overarching appreciation for the power of literacy.

Junior-high language arts classes serve as a bridge between elementary
classrooms and the demands of high school course work. The two teachers
responsible for LA instruction in grades 6, 7, and 8 work closely to
identify individual and group needs in the content area, providing
focused instruction to close learning gaps and strengthen individual
skills.

Mixed grade-level course offerings meet the needs of various learners in
grades 9-12. Standards English, English LA 9-12, and Honors English
provide appropriate instruction and challenge for students of all
ability levels. Students reading below grade level receive
individualized attention in the Standards English class and benefit from
small reading groups. A variety of research-based approaches to
improving reading skills of older students are utilized, selected
specifically for each individual student. The honors-level class is the
largest high school English class this year, with many students
categorized as disadvantaged accepting the challenge of this difficult
coursework.

Students in all secondary English classes encounter a variety of texts
and genres in the course of a school year. The daily annotation of
poetry and other short texts helps students develop critical thinking
skills as they read. Students annually submit a number of pieces of
writing to contests and publications. For five consecutive years, KLS
has published an anthology of student writing featuring writing by all
students in grades 8-12 and several elementary students. Students
present a community poetry reading and book signing each spring,
elevating their confidence in themselves as real writers.

**Describe one other curriculum area of the school's choice and show how
it relates to essential skills and knowledge based on the school's
mission.**

In the spring of 2001, Kenny Lake School completed a year-long
accreditation process. In the course of our school-wide accreditation
project, a number of areas needing improvement were identified.
Technology was one of those areas. Specifically, we determined that KLS
needed to expand its use of technology as a tool for teaching and
learning. As a direct result, all ten certified staff members worked
together to write a successful grant proposal for a \$200,000 Technology
Advancement Grant. During the 2001-02 school year, this grant funded the
"CABLE" Project, allowing staff members to engage in school-wide action
research endeavor. As a staff, we decided to focus our efforts on
current education-related brain research and its implications for the
effective, efficient integration of technology in classroom learning
environments.

In the course of this initial year of focus, KLS students became amazing
savvy technology users---not merely because the bells and whistles
appealed to them, but because they discovered new ways to demonstrate
what they were learning to wider audiences. An increase in responsible
technology integration in the classroom exposed our students to a
variety of unique learning experiences including content-specific online
conferences with students in other villages, regions, and states.
Students of all ages learned the value of technology as a source of
information (especially important in a small, rural community without
access to a large library) and began to use the computer and portable
keyboards as preferred writing instruments. Teachers developed websites
to share assignments and resources, post announcements, and maintain
regular contact with parents and community members. Classroom research
projects initiated by the staff participants spanned the school year and
concluded in a formal publication documenting the CABLE project and the
new understandings that resulted from it.

Technology continues to be an important part of daily teaching and
learning at KLS. Students and teachers have learned the value of
technology as a *tool* for learning, but they are also able to clearly
articulate the steps essential in a successful technology-based learning
endeavor. Technology continues to meet the needs of many of our at-risk
students by providing them with new ways to express themselves and
demonstrate their mastery of required skills.

**Describe the different instructional methods the school uses to
improve student learning.**

Kenny Lake School's small size and focus on individualized instruction
necessitates differentiated instruction across the board. At every grade
level and in every content area, teachers are attuned to "what works"
for individual students. Staff members know the students well, and
instruction strategies and approaches are modified accordingly for each
child. Stability in our teaching and paraprofessional staff results in a
*community* of teachers and learners: staff members know where each
student is academically at the beginning of each year, and they know
first-hand how far each child has progressed by the time the final bell
rings in May. This sincere understanding of each student's skills,
abilities, and *personality* allows individual staff members and the
school as a whole to provide instruction that "fits."

As part of our 2001-02 grant-funded technology project, staff members
read a number of texts focusing on learning styles, types of learners,
and appropriate instructional approaches various types of students. From
Howard Gardner's *Multiple Intelligences in the Classroom* to Robert
Sylwester's *A Celebration of Neurons*, KLS staff read, discussed, and
considered the implications of consciously differentiating instruction
in our school. This research, combined with our experience-based
understanding of students in our school community, had a profound
effect. Teachers now implement "brain gym" activities in the elementary
grades, integrate classical music into study and writing sessions in the
high school classrooms, and work together with students to determine
individual learning styles in all grades. Teachers continue to
incorporate a wide variety of instructional methods daily lessons and
quarterly planning, keeping not only the various types of learners in
mind, but also the *specific* learners who fill the desks in our
classrooms each day.

We believe that our students' achievement levels and school performance
as a whole is in large part a result of this research-based attention to
differentiated instruction and student-specific approaches to teaching
and learning.

**Describe the professional development program and its impact on
improving student achievement.**

The district superintendent, building principal, and all involved staff
members at Kenny Lake firmly believe that all in-service training and
district-sponsored professional development should directly impact
student learning and achievement. At the district level, one in-service
day is set aside at the beginning of each school year to review
assessment results, examine demographics, and make recommendations and
instructional decisions based on assessment data. At KLS, two full
in-service days this year were devoted to the development of
non-proficiency intervention plans for students; one full in-service day
was reserved for the scoring of K-12 analytic writing assessments; and
three additional days focus on site-based trainings that focus on
specific needs of teachers, students, and the school. Past trainings
have included technology integration, use of online coursework and
web-based supplementary materials, and teaching strategies.

Individual staff members have the option to set personal goals on
alternating years in lieu of formal classroom evaluations. Opportunities
to set and pursue goals have become popular among staff members because
they address specific needs and interests within classrooms and the
school as a whole. Recent staff-selected goals have included the
development of a reading strategies program, completion of the National
Board Certification portfolio process, production of a community
"History Fair," implement-tation of the Step Up to Writing program, and
development of a "showcase" page for the school web site.

KLS staff members are encouraged to take part in professional
development activities outside the district, as well. There is great
support for teachers to experience professional development at state and
national conferences and meetings. Staff members take and/or teach a
variety of graduate-level courses during the school year and over the
summer.

Student achievement is high as a direct result of staff professional
development. KLS staff members see themselves as learners, and our
students know that. When we share what we are learning in our classes
and through our own independent studies, students see firsthand how much
their teachers value learning.

**PART VII: ASSESSMENT RESULTS for KENNY LAKE SCHOOL**

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

  -------------------------------------------- --------------- --------------- ---------------
  **Subject**: **READING** **Grade**: **1**                                    
  **Test**: **TERRA NOVA**                                                     

  Second Edition Publisher: CTB McGraw-Hill                                    
  Scores reported as: *Scaled Scores*                                          

                                               **February\     **March\        **March\
                                               2003-2004**     2002-2003**     2001-2002**

  **SCHOOL Average Total Score for grade /     **576**         **585**         **587**
  test**                                                                       

  Number of students tested                    10              7               7

  \% of total students tested                  100%            100%            100%

  Number of students alternatively assessed    0               0               0

  \% of students alternatively assessed        \--             \--             \--

                                                                               

  **Caucasian:** \# in subgroup                6               7               5

  Caucasian subgroup average score             588             585             603

                                                                               

  **Native Alaskan:** \# in subgroup           4               0               2

  Native Alaskan subgroup average score        559             \--             546

                                                                               

  **Students w/ Disabilities:** \# in subgroup 5               3               3

  Students w/ Disabilities subgroup average    564             589             568
  score                                                                        

                                                                               

  **Economically Disadvantaged:** \# in        4               3               5
  subgroup                                                                     

  Economically Disadvantaged subgroup average  564             530             577
  score                                                                        

                                                                               

                                               **2003-2004**   **2002-2003**   **2001-2002**

  **MEAN NORMAL CURVE EQUIVALENT (MNCE)**      55.3            46.9            N/A

  **NATIONAL PERCENTILE OF THE MNCE**          60              44              N/A
  -------------------------------------------- --------------- --------------- ---------------

+--------------------------------------------+--------+-------+-------+
| **Subject**: **READING** **Grade**: **2**  |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *622** | 630** | 618** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 10     | 9     | 7     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 10     | 7     | 6     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 622    | 641   | 617   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 0      | 2     | 1     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | \--    | 594   | 624   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 592    | 605   | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 3      | 3     | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 4      | 5     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 632    | 613   | 595   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 56.2   | 61.8  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 62     | 71    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **READING** **Grade**:  |       |       |       |       |
| **3** **Test**: **ALASKA BENCHMARK   |       |       |       |       |
| EXAM**                               |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 38%   | 20%   | 43%   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 62%   | 60%   | 57%   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 20%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 8     | 10    | 7     | 8     |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 0     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 6     | 8     | 7     | 6     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 50%   | 25%   | 43%   | 33%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | 63%   | 57%   | 67%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 12%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 2     | 2     | 0     | 2     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | \--   | \--   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | 50%   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 50%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 3     | 1     | 1     | 0     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | 100%  | 100%  | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 5     | 4     | 2     | 1     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 20%   | \--   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 80%   | 50%   | 50%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 50%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced / Proficient             | 74%   | 74%   | 75%   | 71%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient / Far Below      | 26%   | 26%   | 25%   | 29%   |
| Proficient                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **READING** **Grade**: **4**  |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *634** | 656** | 678** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 11     | 8     | 8     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 9      | 8     | 6     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 640    | 658   | 684   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 2      | 0     | 2     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 607    | \--   | 658   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 1      | 1     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 433    | 631   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 4      | 2     | 2     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 581    | 643   | 686   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 54.5   | 61.8  | 69.9  |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 58     | 71    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------------+--------+-------+-------+
| **Subject**: **READING** **Grade**: **5**  |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *680** | 685** | 694** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 8      | 9     | 8     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 8      | 7     | 5     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 680    | 689   | 709   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 0      | 2     | 3     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | \--    | 675   | 668   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 1      | 0     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 653    | \--   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 2      | 2     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 687    | 682   | 685   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 65.9   | 69.9  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 77     | 83    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **READING** **Grade**:  |       |       |       |       |
| **6** **Test**: **ALASKA BENCHMARK   |       |       |       |       |
| EXAM**                               |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 67%   | 73%   | 83%   | 83%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 33%   | 18%   | 17%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 9%    | \--   | 17%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 9     | 11    | 6     | 6     |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 1     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | 100%  | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 7     | 7     | 5     | 5     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 71%   | 100%  | 80%   | 80%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 29%   | \--   | 20%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | 20%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 2     | 4     | 1     | 1     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 50%   | 25%   | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | 50%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 25%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 0     | 0     | 0     | 0     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 2     | 5     | 2     | 3     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | 60%   | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | 40%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced / Proficient             | 70%   | 70%   | 70%   | 69%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient / Far Below      | 30%   | 30%   | 30%   | 31%   |
| Proficient                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **READING** **Grade**: **7**  |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *712** | 702** | 710** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 11     | 7     | 6     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 1      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | 100%   | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 7      | 6     | 5     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 719    | 701   | 714   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 4      | 1     | 1     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 700    | 711   | 691   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 0      | 1     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | \--    | 675   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 5      | 2     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 696    | 711   | 717   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 74.9   | 69.9  | 67    |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 88     | 83    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **READING** **Grade**:  |       |       |       |       |
| **8** **Test**: **ALASKA BENCHMARK   |       |       |       |       |
| EXAM**                               |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 67%   | 88%   | 89%   | 75%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 22%   | \--   | \--   | 25%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 11%   | 12%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | 11%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 9     | 8     | 9     | 12    |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 0     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 8     | 6     | 5     | 6     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 75%   | 83%   | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 13%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 12%   | 17%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 1     | 2     | 4     | 6     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | 100%  | 75%   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | \--   | \--   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | 25%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 2     | 0     | 1     | 2     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 50%   | \--   | \--   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | \--   | \--   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 50%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | 100%  | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 3     | 4     | 4     | 7     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 67%   | 100%  | 100%  | 86%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 33%   | \--   | \--   | 14%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced / Proficient             | 68%   | 68%   | 82%   | 82%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient / Far Below      | 32%   | 32%   | 18%   | 18%   |
| Proficient                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **READING** **Grade**: **9**  |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *724** | 704** | 699** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 11     | 13    | 9     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 9      | 8     | 4     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 718    | 707   | 710   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 2      | 5     | 5     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 750    | 699   | 691   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 0      | 2     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | \--    | 666   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 6      | 7     | 6     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 719    | 693   | 706   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 71.4   | 60.0  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 85     | 68    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **READING** **Grade**:  |       |       |       |       |
| **10**\                              |       |       |       |       |
| **Test**: **ALASKA HIGH SCHOOL       |       |       |       |       |
| GRADUATION QUALIFYING EXAM**         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 87%   | 90%   | 70%   | 75%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 13%   | 10%   | 30%   | 25%   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 15    | 10    | 10    | 4     |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 0     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 9     | 4     | 7     | 3     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 89%   | 100%  | 86%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 11%   | \--   | 14%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 6     | 6     | 3     | 1     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 83%   | 83%   | 33%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 17%   | 17%   | 67%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 2     | 0     | 2     | 0     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | \--   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 50%   | \--   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 8     | 7     | 4     | 0     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 88%   | 86%   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 12%   | 14%   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 70%   | 70%   | 70%   | 34%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 30%   | 30%   | 30%   | 66%   |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **MATH** **Grade**: **1**     |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *529** | 531** | 553** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 10     | 7     | 7     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 6      | 7     | 5     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 548    | 531   | 571   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 4      | 0     | 2     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 501    | \--   | 508   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 5      | 3     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 503    | 517   | 546   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 4      | 3     | 5     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 542    | 530   | 545   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 57.9   | 43.9  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 65     | 39    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------------+--------+-------+-------+
| **Subject**: **MATH** **Grade**: **2**     |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *568** | 576** | 563** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 10     | 9     | 7     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 10     | 7     | 6     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 568    | 584   | 563   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 0      | 2     | 1     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | \--    | 552   | 563   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 3      | 3     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 550    | 563   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 4      | 5     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 568    | 565   | 532   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 53.3   | 57.6  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 56     | 64    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **MATH Grade**: **3**   |       |       |       |       |
| **Test**: **ALASKA BENCHMARK EXAM**  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 63%   | 20%   | 43%   | 63%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 37%   | 50%   | 57%   | 37%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 20%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | 10%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 8     | 10    | 7     | 8     |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 0     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 6     | 8     | 7     | 6     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 83%   | 25%   | 43%   | 67%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 17%   | 50%   | 57%   | 33%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 13%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | 12%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 2     | 2     | 0     | 2     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | \--   | \--   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | 50%   | \--   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 50%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 3     | 1     | 1     | 0     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 33%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 67%   | 100%  | 100%  | 00    |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 5     | 4     | 2     | 1     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 40%   | \--   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 60%   | 25%   | 50%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 50%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | 25%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced / Proficient             | 72%   | 72%   | 71%   | 66%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient / Far Below      | 28%   | 28%   | 29%   | 34%   |
| Proficient                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **MATH** **Grade**: **4**     |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *627** | 639** | 649** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 11     | 8     | 8     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 9      | 8     | 6     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 629    | 639   | 646   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 2      | 0     | 2     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 618    | \--   | 658   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 1      | 1     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 561    | 606   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 4      | 2     | 2     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 603    | 642   | 638   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 56.7   | 57.6  | 65.6  |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 62     | 64    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------------+--------+-------+-------+
| **Subject**: **MATH** **Grade**: **5**     |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *671** | 661** | 674** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 8      | 9     | 8     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 8      | 7     | 5     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 671    | 670   | 678   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 0      | 2     | 3     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | \--    | 668   | 670   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 1      | 0     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 617    | \--   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 2      | 2     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 650    | 659   | 665   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 59.8   | 74.3  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 68     | 88    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **MATH Grade**: **6**   |       |       |       |       |
| **Test**: **ALASKA BENCHMARK EXAM**  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 56%   | 91%   | 50%   | 83%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 22%   | 9%    | 50%   | 17%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 22%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 9     | 11    | 6     | 6     |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 1     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | 100%  | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 7     | 7     | 5     | 5     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 57%   | 100%  | 60%   | 80%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 29%   | \--   | 40%   | 20%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 14%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 2     | 4     | 1     | 1     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 50%   | 75%   | \--   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | 25%   | 100%  | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 50%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 0     | 0     | 0     | 0     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 2     | 5     | 2     | 3     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | 80%   | \--   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | 20%   | 100%  | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 50%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced / Proficient             | 65%   | 64%   | 64%   | 63%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient / Far Below      | 35%   | 36%   | 36%   | 37%   |
| Proficient                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **MATH** **Grade**: **7**     |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *713** | 709** | 708** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 11     | 7     | 6     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 1      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | 100%   | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 7      | 6     | 5     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 717    | 709   | 710   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 4      | 1     | 1     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 709    | 699   | 701   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 0      | 1     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | \--    | 699   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 5      | 2     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 702    | 706   | 710   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 72.1   | 74.3  | 66.2  |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 85     | 88    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **MATH** **Grade**:     |       |       |       |       |
| **8** **Test**: **ALASKA BENCHMARK   |       |       |       |       |
| EXAM**                               |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 89%   | 50%   | 11%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 11%   | 38%   | 56%   | 66%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 12%   | 33%   | 17%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | 17%   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 9     | 8     | 9     | 12    |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 8     | 6     | 5     | 6     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 88%   | 50%   | 20%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 12%   | 33%   | 60%   | 67%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 17%   | 20%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | 33%   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 1     | 2     | 4     | 6     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 100%  | 50%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | 50%   | 50%   | 67%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | 50%   | 33%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 2     | 0     | 1     | 2     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 50%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | \--   | \--   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | 100%  | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 3     | 4     | 4     | 7     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 100%  | 50%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | 25%   | 75%   | 71%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | 25%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | 25%   | \--   | 29%   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced / Proficient             | 64%   | 64%   | 40%   | 39%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient / Far Below      | 36%   | 36%   | 60%   | 61%   |
| Proficient                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **MATH** **Grade**: **9**     |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *712** | 718** | 718** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 11     | 14    | 9     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 9      | 8     | 4     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 711    | 728   | 716   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 2      | 6     | 5     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 717    | 704   | 720   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 0      | 2     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | \--    | 679   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 6      | 7     | 6     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 712    | 713   | 713   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 63     | 58.1  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 81     | 65    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **MATH** **Grade**:     |       |       |       |       |
| **10**\                              |       |       |       |       |
| **Test**: **ALASKA HIGH SCHOOL       |       |       |       |       |
| GRADUATION QUALIFYING EXAM**         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 80%   | 90%   | 70%   | 40%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 20%   | 10%   | 30%   | 60%   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 15    | 10    | 10    | 5     |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 0     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 9     | 4     | 7     | 4     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | 100%  | 86%   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | \--   | \--   | 14%   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 6     | 6     | 3     | 1     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | 83%   | 33%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 50%   | 17%   | 67%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 2     | 0     | 2     | 0     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | \--   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 50%   | \--   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 8     | 7     | 4     | 1     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 88%   | 86%   | 50%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 12%   | 14%   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 67%   | 70%   | 64%   | 44%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 33%   | 30%   | 36%   | 56%   |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **LANGUAGE** **Grade**: **1** |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *581** | 585** | 602** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 10     | 7     | 7     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 6      | 7     | 5     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 590    | 585   | 619   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 4      | 0     | 2     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 569    | \--   | 557   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 5      | 3     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 571    | 561   | 574   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 4      | 4     | 5     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 580    | 562   | 594   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 54.9   | 48.7  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 59     | 48    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------------+--------+-------+-------+
| **Subject**: **LANGUAGE** **Grade**: **2** |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *620** | 612** | 605** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 10     | 9     | 7     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 620    | 624   | 607   |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 10     | 7     | 6     |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 0      | 571   | 596   |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | \--    | 2     | 1     |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 3      | 3     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 594    | 587   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 4      | 5     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 626    | 604   | 584   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 57.1   | 55.9  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 63     | 61    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **WRITING** **Grade**:  |       |       |       |       |
| **3** **Test**: **ALASKA BENCHMARK   |       |       |       |       |
| EXAM**                               |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 12%   | 10%   | 14%   | 25%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 63%   | 70%   | 57%   | 63%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 25%   | 20%   | 29%   | 12%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 8     | 10    | 7     | 8     |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 0     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 6     | 8     | 7     | 6     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 17%   | 13%   | 14%   | 17%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 83%   | 75%   | 57%   | 83%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | 12%   | 29%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 2     | 2     | 0     | 2     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | \--   | \--   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | 50%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 100%  | 50%   | \--   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 3     | 1     | 1     | 0     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 34%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 33%   | 100%  | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 33%   | \--   | 100%  | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 5     | 4     | 2     | 1     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 60%   | 50%   | 50%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 40%   | 50%   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced / Proficient             | 59%   | 60%   | 58%   | 54%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient / Far Below      | 41%   | 40%   | 42%   | 46%   |
| Proficient                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **LANGUAGE** **Grade**: **4** |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *651** | 645** | 667** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 11     | 8     | 8     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 9      | 8     | 6     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 655    | 645   | 672   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 2      | 0     | 2     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 632    | \--   | 651   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 1      | 1     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 648    | 623   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 4      | 2     | 2     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 623    | 629   | 669   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 59.6   | 58.3  | 66.3  |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 68     | 65    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------------+--------+-------+-------+
| **Subject**: **LANGUAGE** **Grade**: **5** |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *671** | 681** | 682** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 8      | 9     | 8     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 8      | 7     | 5     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 671    | 684   | 691   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 0      | 2     | 3     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | \--    | 673   | 682   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 1      | 0     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | 646    | \--   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 2      | 2     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 652    | 670   | 667   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 59.8   | 74.3  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 68     | 88    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **WRITING** **Grade**:  |       |       |       |       |
| **6** **Test**: **ALASKA BENCHMARK   |       |       |       |       |
| EXAM**                               |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 78%   | 45%   | 83%   | 83%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 22%   | 55%   | 17%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | 17%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 9     | 11    | 6     | 6     |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 1     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | 100%  | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 7     | 7     | 5     | 5     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 86%   | 57%   | 100%  | 80%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 14%   | 43%   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | 20%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 2     | 4     | 1     | 1     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 50%   | 25%   | \--   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | 75%   | 100%  | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 0     | 0     | 0     | 0     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 2     | 5     | 2     | 3     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 50%   | 20%   | 50%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | 80%   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced / Proficient             | 76%   | 75%   | 75%   | 73%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient / Far Below      | 24%   | 25%   | 25%   | 27%   |
| Proficient                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **LANGUAGE** **Grade**: **7** |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *704** | 697** | 696** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 11     | 7     | 6     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 1      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | 100%   | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 7      | 6     | 5     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 711    | 695   | 698   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 4      | 1     | 1     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 692    | 704   | 686   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 0      | 1     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | \--    | 662   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 5      | 2     | 3     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 689    | 699   | 704   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 68.4   | 64.7  | 64.9  |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 81     | 76    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **WRITING** **Grade**:  |       |       |       |       |
| **8** **Test**: **ALASKA BENCHMARK   |       |       |       |       |
| EXAM**                               |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 78%   | 63%   | 56%   | 42%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 11%   | 37%   | 33%   | 25%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 11%   | \--   | 11%   | 33%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 9     | 8     | 9     | 12    |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 0     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 8     | 6     | 5     | 6     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 75%   | 67%   | 100%  | 67%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 13%   | 33%   | \--   | 17%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 12%   | \--   | \--   | 16%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 1     | 2     | 4     | 6     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 100%  | 50%   | \--   | 17%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | 50%   | 75%   | 33%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | 25%   | 50%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 2     | 0     | 1     | 2     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | \--   | \--   | 75%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 50%   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | 50%   | \--   | 25%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 3     | 4     | 4     | 7     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced                          | 100%  | 75%   | 25%   | 43%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | \--   | 25%   | 75%   | 14%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient                  | \--   | \--   | \--   | 43%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Far Below Proficient              | \--   | \--   | \--   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Advanced / Proficient             | 76%   | 74%   | 66%   | 68%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Below Proficient / Far Below      | 24%   | 26%   | 34%   | 32%   |
| Proficient                           |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

+--------------------------------------------+--------+-------+-------+
| **Subject**: **LANGUAGE** **Grade**: **9** |        |       |       |
| **Test**: **TERRA NOVA**                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Second Edition Publisher: CTB McGraw-Hill  |        |       |       |
| Scores reported as: *Scaled Scores*        |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | **Febr | **Ma  | **Ma  |
|                                            | uary** | rch** | rch** |
|                                            |        |       |       |
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **SCHOOL Average Total Score for grade /   | *      | **    | **    |
| test**                                     | *709** | 693** | 702** |
+--------------------------------------------+--------+-------+-------+
| Number of students tested                  | 11     | 13    | 9     |
+--------------------------------------------+--------+-------+-------+
| \% of total students tested                | 100%   | 100%  | 100%  |
+--------------------------------------------+--------+-------+-------+
| Number of students alternatively assessed  | 0      | 0     | 0     |
+--------------------------------------------+--------+-------+-------+
| \% of students alternatively assessed      | \--    | \--   | \--   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Caucasian:** \# in subgroup              | 9      | 8     | 4     |
+--------------------------------------------+--------+-------+-------+
| Caucasian subgroup average score           | 703    | 702   | 707   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Native Alaskan:** \# in subgroup         | 2      | 5     | 5     |
+--------------------------------------------+--------+-------+-------+
| Native Alaskan subgroup average score      | 736    | 680   | 694   |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Students w/ Disabilities:** \# in        | 0      | 2     | 0     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Students w/ Disabilities subgroup average  | \--    | 661   | \--   |
| score                                      |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
| **Economically Disadvantaged:** \# in      | 6      | 7     | 6     |
| subgroup                                   |        |       |       |
+--------------------------------------------+--------+-------+-------+
| Economically Disadvantaged subgroup        | 724    | 687   | 705   |
| average score                              |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            |        |       |       |
+--------------------------------------------+--------+-------+-------+
|                                            | *      | **2   | **2   |
|                                            | *2003- | 002-2 | 001-2 |
|                                            | 2004** | 003** | 002** |
+--------------------------------------------+--------+-------+-------+
| **MEAN NORMAL CURVE EQUIVALENT (MNCE)**    | 67.6   | 57.8  | N/A   |
+--------------------------------------------+--------+-------+-------+
| **NATIONAL PERCENTILE OF THE MNCE**        | 80     | 64    | N/A   |
+--------------------------------------------+--------+-------+-------+

\*Please note that every attempt was made to secure nation mean scores
and national standard deviations for the TerraNova. However, nearly a
dozen phone conversations with district and state testing personnel and
attempts to contact CTB McGraw-Hill were unable to secure this
information. Thus, school and subgroup averages are reported as scaled
scores (as they are reported within our district); MNCE and NP of the
MNCE are cited as anchor data.

+--------------------------------------+-------+-------+-------+-------+
| **Subject**: **WRITING** **Grade**:  |       |       |       |       |
| **10**\                              |       |       |       |       |
| **Test**: **ALASKA HIGH SCHOOL       |       |       |       |       |
| GRADUATION QUALIFYING EXAM**         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **TESTING MONTH: APRIL**             | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES for this             |       |       |       |       |
| grade/test**                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | 100%  | 78%   | 75%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | \--   | \--   | 22%   | 25%   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total \# of students tested          | 15    | 10    | 9     | 4     |
+--------------------------------------+-------+-------+-------+-------+
| \% of total students tested          | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students alternatively     | 0     | 0     | 0     | 0     |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% of students alternatively         | \--   | \--   | \--   | \--   |
| assessed                             |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Ca                                 | 9     | 4     | 7     | 3     |
| ucasian: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | 100%  | 86%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | \--   | \--   | 14%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Native                             | 6     | 6     | 2     | 1     |
| Alaskan: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | 100%  | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | \--   | \--   | 50%   | 100%  |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Students w/ Disab                  | 2     | 0     | 2     | 0     |
| ilities: total \# of students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | \--   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | \--   | \--   | 50%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| # Economically Dis                   | 8     | 7     | 3     | 0     |
| advantaged: total \# students tested |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 100%  | 100%  | 67%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | \--   | \--   | 33%   | \--   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES:**                    | *     | *     | *     | *     |
|                                      | *2003 | *2002 | *2001 | *2000 |
|                                      | -04** | -03** | -02** | -01** |
+--------------------------------------+-------+-------+-------+-------+
| \% Proficient                        | 86%   | 83%   | 85%   | 47%   |
+--------------------------------------+-------+-------+-------+-------+
| \% Not Proficient                    | 14%   | 17%   | 15%   | 53%   |
+--------------------------------------+-------+-------+-------+-------+